AbstractsPsychology

This thesis constructs a theoretical framework from which to understand first-generation college student cultural identity development. Theories from psychology, sociology, higher education, counseling, pedagogy, and literacy are organized into a comprehensive model based on a wide variety of influential dimensions such as: experience of connection, differentiation, dynamics of oppression, and resiliency. The model, based on the Parra Cardona (2004) Transgenerational Cultural Identity Development Model, expresses the liminality of first-generation college students, as well as establishes firstgeneration college students as a cultural identity group distinct from non-first generation peers. Ultimately this thesis argues that first-generation college students exist among five separate developmental phases: Original Cultural Identification, Collegiate Cultural Identification, Original Culture Identification Open to Expand, Collegiate Cultural Identification Open to Expand, and Integrated Identification. These phases relate closely to Perry's forms of intellectual and ethical development, as well as Kegan's orders of consciousness. A thorough review of the existing literature, and anecdotal evidence are utilized throughout the thesis to clarify connections between theoretical foundations and the practical application of the theory. "Submittted in Partial Fulfillment of the Requirements for the Degree of Master of Science in Counselor Education with a Specialization in Student Development in Higher Education."; Thesis advisor: H. Jane Fried.; M.S.,Central Connecticut State University,,2014.;