Motivation, Belonging, and Barriers: Experiences of First-Generation Students in Online Graduate Education Programs - Qualitative Results

First-generation graduate students represent a growing population within online education, yet their experiences remain underexamined. This qualitative study explores the motivations, challenges, and support systems shaping the experiences of first-generation students enrolled in fully online graduate education programs across institutions in southern Louisiana. Data from 32 participants were analyzed using inductive thematic analysis. Five themes emerged: motivation rooted in mobility and achievement, competing responsibilities and academic adjustment, the importance of structured online learning environments, varied experiences of belonging and connection, and mentorship and institutional navigation. Findings highlight the importance of intentional course design, faculty engagement, and mentorship structures in supporting persistence and success among first-generation students in online graduate programs.