Effective Practices for Cultivating a Sense of Belonging for Undergraduate First-Generation Students of Color at Predominantly White Institutions in the United States: A Scoping Review

Abstract

First-generation college students (FGCS) represent 54% of the undergraduate population in the United States, yet they make up only one-fourth of college graduates. FGCS, particularly those from racially minoritized populations, encounter distinct challenges that can adversely affect their college experiences, sense of belonging, and successful outcomes. To close the gap between enrollment and completion for these students, faculty, staff, and administrators must understand how to create environments that actively support their success. This scoping review synthesizes the research conducted since 2000 on undergraduate FGCS of Color at four-year predominantly White institutions (PWIs), identifying effective practices that foster belonging, the guiding frameworks used in these studies, common barriers students face, and the assets they leverage to persist and succeed. The findings offer a foundation for relevant implications for practitioners and highlight critical gaps that future research must address to better support this growing student population.