A Walk In Their Shoes Analysis

A Walk in Their Shoes: Stories of George Mason University First Generation College Students
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This short digital story highlights specific barriers and challenges the majority of First Generation College Students (FGSs) experience, as well as some distinguishing qualities the majority of FGSs embody that contribute to a pathway to success.

The goal of this film is to raise awareness about issues related to FGSs so the community can continue to support this population. By using individual stories of FGSs to frame statistics from national studies, Mason-specific studies, academic journals, and national newspapers, my hope was to illuminate the research using digital storytelling opposed to what is considered more traditional academic research outlets. The

intended outcome is that viewers will better understand FGSs and why the services on campus are needed.

Because of the process used to research, create, and revise this story, I also looked at the research in a different way. Instead of focusing purely on numbers and the analysis of quantitative data, I was able to merge both quantitative and quantitative methods to achieve my goals. I was also able to continue experimenting with my own qualitative interviewing techniques and compilation of field notes. Additionally, the process of telling these stories was very therapeutic and allowed me to reflect on my own FGS story. I feel that when I shared my own experience as a FGS to interview participants prior to the actual interview, they may have felt more comfortable in sharing some of their own experiences.

There were several difficult moments during the project, most occurring in the editing phase due to the time allowed for the final cut and issues with audio quality.

Ultimately, I removed numerous segments that were powerful, but would not fit within the 10-minute timeframe. These deleted segments included stories related to Mason’s EIP, STEP, ODIME, and the Pop-up Pantry. Deciding to cut powerful segments because of poor audio was also difficult to do, but seemed necessary because the distortion would have distracted from the story and the message.

I feel that what went well was that I struck a balance between presenting the negative barriers FGSs face as well as some positive traits. FGS status can oftentimes be seen as a stigma; however, it doesn’t have to be. Being a FGSs can mean so many positive things, including that you are more connected to your family and community, as well as are more civically engaged.

There are several enhancements I envision for this project:
• A classmate asked how can she, a non-FGS, support FGSs? I’d like to add a few details about how this can be done, such as donating to the Mason Pop-up Pantry and mentoring future college

students.
• I’d like to update the opening scene where FGS is defined, and include a third statement stating that defining FGS is difficult and the definition is something institutions are still struggling with solidifying.
• I’d like to go deeper into the stories and have participants recall stories with more detail.
• I feel that multiple short digital story films could be made out of the interviews I conducted, and that housing and food insecurity could have been explored more, something I plan to do in the future.
• I will replace the copyrighted music I used with either music available in the public domain or available with permission of the copyright holder.

Overall, this project was one that allowed me to look at my research in a different way and explore ways to reach a broader audience. I plan to continue to enhance this digital story after the class ends and showcase it whenever and wherever I can do so.