Between Two Worlds: A Phenomenological Study of Cultural Splitting and Identity Synthesis Among First-Generation Scholars

Transitioning into higher education as a first-generation student involves navigating institutional, cultural, and psychological shifts that extend far beyond academic achievement. This phenomenological study explores the lived experiences of first-generation college students during their transitional first year. Utilizing a descriptive-interpretative qualitative framework rooted in the philosophical traditions of Husserl and Heidegger, in-depth, semi-structured interviews were conducted with N = 12 undergraduate participants. Data analysis using Van Manen’s hermeneutic phenomenological reduction revealed three core thematic structures: (a) the imposter's shadow and institutional alienation, characterized by a persistent sense of non-belonging; (b) familial bridge-building, denoting the emotional labor of translating university life back to non-academic families; and (c) transformative resilience, capturing the emergence of an integrated academic identity. The findings illuminate the complex psychological landscape of academic entry and provide actionable frameworks for institutional support systems seeking to foster inclusive campus cultures.