Factors influencing well-being among first-generation students of color pursuing graduate-level degrees in public health: A qualitative study

Abstract

Diversifying the public health workforce is essential for improving services to all communities. First-generation students of color (FGSOC) are a population who may face unique academic, financial, and health barriers when pursuing graduate-level degrees in public health. This study explored the needs and experiences of 25 recent FGSOC graduates from graduate-level public health programs through interviews. Participants were recruited through snowball and quota sampling to prioritize individuals identifying as Black, Hispanic/Latine, and American Indian/Native Alaskan. Five main themes were developed using reflexive thematic analysis: (1) lived experiences facilitate FGSOC interest in public health, (2) challenges of navigating structural barriers of academic institutions, (3) interplay of support to meet needs and complete graduate degrees, (4) impact of limited resources on health, and (5) coping strategies for maintaining health. Subthemes were also identified and include participants' firsthand experience with health disparities in their families and communities, the additional effort needed to uncover and navigate academic “hidden curricula,” and the importance of cultivating a network to meet emotional and academic needs during their training. Findings highlight how FGSOC are driven by formative experiences to pursue public health, yet face structural barriers and multiple priorities that strain their well-being during their graduate training. Recommendations informed by study findings and existing literature are organized across the following domains: institutional accountability and investment, financial education and transparency, career development and workforce readiness, accessible mental health resources, and food security.