Reframing parental involvement as cultural wealth in the lives of black female first-generation post-graduate students

Abstract

: This article explores the role of parental support in the academic success of first-generation black female graduate students at a historically white South African university. Using Yosso’s (2005) Community Cultural Wealth framework and a narrative inquiry approach, the study highlights the diverse forms of support—instrumental, emotional, appraisal, and informational—that first-generation student parents provide. Findings reveal that parental support is critical to academic success, even at the postgraduate level, challenging deficit narratives that portray first-generation families as lacking resources. By centring the voices of these women, the research underscores how intersecting identities of gender, race, and first-generation status shape their experiences, exposing them to unique challenges such as gendered racial stereotypes and financial constraints while also highlighting the resilience and cultural wealth of their families. The study’s asset-based approach reframes parental involvement as a source of strength, offering practical insights for institutions to better support non-traditional students. This research contributes to a more inclusive understanding of parental involvement and advocates for equitable higher education policies. (166 words)