Cassidy Pyle
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Abstract
First-generation, low-income (FGLI) students face barriers to college access and retention that reproduce socioeconomic inequities. These students turn to social media for college-related social support. However, while students can reap benefits from social media, it is crucial to investigate under what conditions social media interactions facilitate or hinder students' access to college-related social support. We conducted in-depth, semi-structured interviews with 20 FGLI students in the United States who applied for college in the 2020-2021 application cycle. Our findings illustrate how FGLI identity disclosures on social media can facilitate access to college-related social support when met with supportive or neutral responses, while stigmatizing reactions can disrupt access to these benefits. We draw from the lenses of the "doubly disadvantaged'' and "privileged poor'' used to describe FGLI students in post-secondary education to argue that engaging in FGLI identity disclosures on social media can help students become academically and psychosocially prepared for collegiate environments. Finally, we discuss the implications of this work for theoretical frameworks centering social media and social support, consider when stigma might lead to support space abandonment, and describe the potential implications for social media design.
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Index Terms
- Social Media and College-Related Social Support Exchange for First-Generation, Low-Income Students: The Role of Identity Disclosures
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