New Methodologies for Enhancing Access and Self-Disclosure Among Underprivileged First-Generation Students

Research on underprivileged first-generation students indicates that they are challenging to reach, as they face unique obstacles such as low self-esteem, distrust, limited networking skills, the need to balance earning income with study, and feelings of alienation from their peers. These factors contribute to their underrepresentation within research.

Current research methods are often inadequate for underprivileged groups as they frequently disregard power imbalances and underestimate the emotional complexity, and the time and space needed for students to fully share their experiences. This emphasizes the need for the development of new methodological approaches.

The method used is an analytic literature review which will critically evaluate the strength and weaknesses of existing studies in relation to key aspects such as the researcher’s position and the cognitive, emotional, relational, and contextual aspects within the research cycle (i.e. the design, involvement of respondents, the data collection, the analysis and reporting).

Initial results show limitations on emotional and relational key aspects and many researchers fail to describe their own role. 'Low-threshold' approaches and suitable methodologies may increase access, create better rapport and can enhance the quality of data from underprivileged students.

It will be concluded that this integrative review synthesizes knowledge from a broad range of studies among first generation students, including empirical as well as theoretical work. It aims to provide a better understanding of the strengths and weaknesses of different methodologies and methodological approaches in relations to key issues such as for example the position and role of the researcher, the recruitment process, trust building and timing.