A Mixed Methods Analysis of Memorable Messages Received by First-Generation College Students from Parents at Graduation

First-generation college graduates (FGCGs) encounter distinct hurdles in higher education that continue after their graduation from college. Given these hurdles, family communication can be particularly important to improve the wellbeing of adults in this community. Applying the Theory of Memorable Messages (ToMM), this mixed-methods study examines the memorable messages FGCGs recalled from their parents during their college graduation. FGCGs who remembered a memorable message at graduation reported greater perceptions of parental support, familial pride, and impact of their college degree on their life compared to those who did not recall a message. Themes identified via thematic analysis complimented findings from statistical comparison of the FGCG groups. The memorable messages recounted by FGCGs ranged in content communicating personal compliments, expressions of pride, and advice. These positive messages were influential in serving as reminders during tough times and creating connection between FGCGs and their parents. Theoretical implications for ToMM are discussed along with practical applications for FGCGs, their parents, and higher education professionals who support these students and their families.