Navigating College Life: A Narrative Inquiry Into Basic Needs Insecurity and Support Interventions Among First-Generation Community College Students

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Media and Technology

Date of Award

Spring 5-1-2026

Abstract

Basic needs insecurity is a persistent barrier to student success in higher education and disproportionately affects first-generation community college students who often experience food insecurity, housing instability, transportation challenges, and financial strain. Although prior research has documented the prevalence of basic needs insecurity, limited qualitative scholarship has examined how first-generation community college students experience these challenges or how institutional interventions are perceived to support their academic persistence. The purpose of this narrative inquiry study was to explore how first-generation community college students experienced basic needs insecurity and how institutional support interventions influenced their persistence at a rural community college in East Texas. Guided by Rendón’s Validation Theory and Noddings’ Ethic of Care, this study employed a qualitative narrative inquiry design to center students’ lived experiences. Data were collected through in-depth, semi-structured interviews with first-generation community college students who had accessed at least one institutional basic needs support intervention. Participants were recruited using purposive sampling and were currently enrolled students at the time of data collection. Interview data were audio-recorded, transcribed verbatim, and thematically analyzed to identify patterns and meaning across participant narratives. Findings revealed that basic needs insecurity was experienced as a compounding challenge that intersected with transportation barriers, financial obligations, and emotional well-being. Participants described institutional support as a critical determinant of persistence, with faculty and staff interactions functioning as either validating and supportive or as sources of institutional friction. Validation and care, particularly when enacted through relational, nonjudgmental, and proactive support, emerged as central to students’ sense of belonging and willingness to seek help. Conversely, a lack of awareness of resources, stigma around help-seeking, and inconsistent institutional practices hindered access to support. By centering the voices of first-generation community college students, this study contributes to a deeper understanding of how first-generation college students’ basic needs insecurity is navigated within community college contexts. The findings offer implications for institutional policy, faculty and staff practice, and leadership to develop student-centered basic-needs interventions that support persistence and success among first-generation students.

Advisor

Leslie Ekpe

Subject Categories

Education

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