Abstract
My personal experience in higher education highlighted the disparities between low-income, first-generation college students and their continuing-generation peers. These inequalities stem from K-12 schooling, where students from disadvantaged socioeconomic and cultural backgrounds often lack access to quality resources and education. These disparities persist in higher education, leading to disengagement and lower completion rates. One significant issue I observed was a lack of critical thinking skills. The traditional school model often discourages students from questioning or critiquing the social structures that impact their educational experiences. Through research, I developed a syllabus to help low-income, first-generation college students cultivate critical thinking skills.
To address these inequalities, I drew on Paulo Freire's (1970) "Pedagogy of the Oppressed" and critical consciousness pedagogy to develop a curriculum specifically for low-income, first-generation college students. This curriculum employs a critical lens to examine social structures, encouraging students to engage in reflective discussions with peers to understand their role within these systems. It also provides opportunities for self-reflection on the impact of oppression and strategies for healing. Ultimately, this project aims to foster critical thinking skills, empowering students to excel academically, professionally, and personally.