Children living in poverty are at an elevated risk for academic, behavioral and emotional problems compared with children who are in the middle and upper classes (Kim-Cohen et al., 2004). Students living in poverty generally have fewer opportunities in schools as schools are less likely to offer rigorous curriculum or advanced classes for poor children (Burney & Belike, 2008). ). Education can be a sufficient route out of poverty for young people (2009). However, since the 1970's researchers found that family income is a major detriment to higher educational attainment (Jencks 1972; Kelly 1995; Mortimore & Whitty 1997; Bynner & Joshi 2002; Demie, Butler, & Taplin 2002; Bell 2003; UNICEF 2007). The purpose of this study was to better understand the phenomenon that is the process that at-risk youth employ to graduate from college. More specifically, this study described, analyzed, and interpreted the experiences of people who formerly lived in chronic poverty and graduated from college using resilience as a framework. Using a phenomenological approach, I interviewed nine adults who lived in chronic poverty as a child and later graduated from college. Sources of data included audio-recorded interview transcripts, notes and pictorials. Data analysis followed Moustakas' and van Manen's modifications of phenomenological methods. The analysis of the audio taped interviews led to the following emerged themes: Being the other in the family; Moving as a positive route; Helpful counselors and college-preparatory programs; Hiding and disassociating from the poverty identity; Education as utility; Rebelliousness against authority and; Not belonging to a social class. Findings of this study lead to a deeper understanding of the ways in which people who formerly lived in poverty and later graduated from college experiences and how these experiences have influenced their resilience. These findings offer researchers future research opportunities in various areas such as, how cultural and aspirational capital can lead to college graduation for children living in poverty.

This qualitative multiple-case study explored the supports and barriers experienced by nine first-generation Hispanic male high school students who met the college entrance requirements for the University of California and California State University systems. Research indicates that Hispanic males lag behind other underrepresented populations when it comes to college readiness, application, and enrollment rates. Given that parent education level is a strong predictor of degree attainment and that Hispanics have some of the lowest parent education levels, it is essential to examine how first-generation college-bound Hispanic males experience supports that help mitigate the barriers they face when pursuing college enrollment. Particularly in California, where the Hispanic population continues to rise exponentially, it is important for educational practitioners to develop a better understanding of how to support first-generation Hispanic students. This study aims to contribute to the research on improving college access for underrepresented populations using resiliency theory as the lens through which to examine this issue. Rather than look through a deficit-oriented lens, resiliency theory focuses on the protective factors or supports that help mitigate risk factors or barriers. Using data collected through interviews and document analysis, the findings here showed the significant role of supports such as academic capital and college knowledge, a systematic focus on college readiness, college readiness and bridge programs, and a strong counseling program for these students. In addition, it was evident that the students’ familial connections to college had a significant impact on the level of academic capital of each of them, reinforcing the need to look beyond the label of “first-generation”.

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