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A Phenomenological Narrative Study Of The Influence Of Advancement Via Individual Determination Avid On First Generation College Students
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Book Synopsis A Phenomenological Narrative Study of the Influence of Advancement Via Individual Determination (AVID) on First Generation College Students by : Cynthia M. Jackson
Download or read book A Phenomenological Narrative Study of the Influence of Advancement Via Individual Determination (AVID) on First Generation College Students written by Cynthia M. Jackson and published by . This book was released on 2014 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis First Generation by : Sandra Casillas
Download or read book First Generation written by Sandra Casillas and published by . This book was released on 2018 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a common effect that can be identified when labels are used. More often than not, a single label can lead to a domino effect of assumptions and categorizations. There is currently no available research that explores the personal definitions and understanding of the First-Generation College Student label to any one of the individuals who are operating under the label. This research study explored the beginning of the FGCS label, to fill the gap in the available research. This qualitative phenomenological research consisted of in-depth, semi-structured interviews. The nine participants in this study brought to light revelations about the first-generation college student journey that had yet to be touched. Through the data collected, it was found that the First-Generation College Student label allowed for their competence and sense of belonging to be questioned and the meaning behind their journey to remain untold. These findings suggest that first-generation college students are making their way through higher education institutions with goals to succeed and more importantly to make their families proud. This revelation highlighted the suggestion that the traditional college and university paradigms regarding family involvement may need modifications. Furthermore, the findings displayed the need for colleges and universities to make room for these students to safely discuss and determine their needs rather than their needs be assumed.
Book Synopsis An Interpretive Phenomenological Analysis of First-generation Student Experiences in Living-learning Communities at a Large Public University by : Jolyn R. Brand
Download or read book An Interpretive Phenomenological Analysis of First-generation Student Experiences in Living-learning Communities at a Large Public University written by Jolyn R. Brand and published by . This book was released on 2020 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The college experience for many students is an exciting, nerve-racking journey. Most students find themselves, for the first time, responsible for making important decisions that will affect their college education, including academic majors, housing, and activities. Unfortunately, this is also the time period when many students experience a decreased level of support or guidance. About 30 percent of college freshmen drop out after their first year, and less than two-thirds of students who enter college will graduate with a degree. The percentage of college dropouts can be even higher for students who are the first in their families to attend college, called first-generation college students (FGCSs); nearly 90% of FGCSs leave school without a degree-four times the rate for second-generation students. As a result of low graduation and persistence rates, colleges are recognizing the importance of developing support services to address the deficiencies in maturity, academics and social skills, including the development and management of Living-Learning Communities (LLCs). LLCs are specialized, communal living environments that connect students inside- and outside-the-classroom experiences, through shared coursework. Growing out of the college retention research of Vincent Tinto, who is widely regarded as an expert in student retention, this study examined the relationships between LLCs and their effect on student persistence for FGCSs"--Author's abstract.
Book Synopsis A Narrative Inquiry by : Rashunda L. Stitt
Download or read book A Narrative Inquiry written by Rashunda L. Stitt and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Simply because their parents did not attend college, first-generation college students are at a higher risk of dropping out than other college students, if their needs are not met. A number of researchers have conducted studies of first-generation college students in order to assess their needs. However, a majority of these studies are quantitative and ask the first-generation student to answer multiple closed-ended questions. Such restrictive questions allow students to express their feelings only about previously provided prompts. As a result, the voice of the first-generation college student is silenced.
Book Synopsis Experiences that Influenced First-generation Student Post-secondary Enrollment and Persistence by : Rochelle W. Johnson
Download or read book Experiences that Influenced First-generation Student Post-secondary Enrollment and Persistence written by Rochelle W. Johnson and published by . This book was released on 2017 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Finding Success in the Third Semester of College by : Jason A. Jones
Download or read book Finding Success in the Third Semester of College written by Jason A. Jones and published by . This book was released on 2020 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This Interpretative Phenomenological Analysis (IPA) study explored the overall experience of being an underprepared first-generation college student and, in addition, focused on the third semester and looked for how the participants overcame any negative stressors to find promotive factors that led to the participants being able to graduate from college. The findings answer the research questions: How do participants, who were underprepared first-generation college students and who have successfully graduated from college or university, describe their experiences during college? How do participants describe promotive factors (contextual, social, and/or individual factors) and/or internal strengths that helped them persist to graduation? How do participants describe promotive factors (contextual, social, and/or individual factors) from the participants' third semester of college that helped the participants remain in college or university and helped them persist to graduation? Using Resilience Theory (Garmezy, 1985) as the theoretical framework the researcher found three unique promotive factors amongst all the participants that helped them overcome the effects of the negative stressors they experienced on the way to ultimately succeeding. The three promotive factors were: support, academic self-realization, and determination to succeed. The study has the potential to help student affairs scholar practitioners create programs, provide academic, financial, and social support, and help underprepared first-generation college students graduate college"--Author's abstract.
Book Synopsis First-generation College Students' Persistence at a Four-yer College by : Jocelyn A. Holodick-Reed
Download or read book First-generation College Students' Persistence at a Four-yer College written by Jocelyn A. Holodick-Reed and published by . This book was released on 2013 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Phenomenological Study to Describe the Perseverance Experiences of Community College Students by : Andy John Benoit (Jr.)
Download or read book A Phenomenological Study to Describe the Perseverance Experiences of Community College Students written by Andy John Benoit (Jr.) and published by . This book was released on 2021 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe the perseverance experiences of first-generation students at one community college in the Southern United States. Tinto’s internationalist theory served as the theoretical framework for the study, which sought to answer the central research question: How do first-generation students at community college in the Southern United States describe their perseverance experience from their first to second year of college? There were four sub-questions included in the study: (1) How do college students describe the events that led them to persevere from their first to their second year of college? (2) How do college students describe the preparatory instances from high school that were most beneficial to their second year of college? (3) How do students who completed their first year of college describe the most impactful experience on their success and perseverance? (4) How do college students describe the instances which had an adverse effect on their perseverance experiences? Purposeful opportunity sampling was employed to obtain a sample population of 12 first-generation community college students who had shared experiences relative to the phenomenon of persistence. Data to examine the phenomenon in-depth were obtained using interviews focus groups, as well as a reflective writing assignment which revealed 10 themes that included: (a) motivation, (b) peer support, (c) institutional support and interventions, (d) class and academic experience, (e) special skills learned, (f) engagement, (g) learning opportunities, (h) interpersonal experiences, (i) academic challenges, and (j) COVID-19. The study findings, limitations, and recommendations for further study were provided.
Book Synopsis Understanding Factors Contributing to the Persistence of First-Generation College Students from Appalachian Distressed Counties by : Richard Hunley
Download or read book Understanding Factors Contributing to the Persistence of First-Generation College Students from Appalachian Distressed Counties written by Richard Hunley and published by . This book was released on 2015 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Appalachia Distressed Endurance First-Generation Persistence
Book Synopsis A Transcendental Phenomenological Study of Perceived Self-efficacy as it Relates to Persistence for First-generation Black College Men in Texas by : Cleveland Earl Brown (Sr.)
Download or read book A Transcendental Phenomenological Study of Perceived Self-efficacy as it Relates to Persistence for First-generation Black College Men in Texas written by Cleveland Earl Brown (Sr.) and published by . This book was released on 2021 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe perceived self-efficacy as it relates to the persistence of first-generation Black college men at two public and one private Christian institution of higher education in the state of Texas. The theory that guided this study was Bandura’s self-efficacy as it provided the theoretical framework. Tinto’s student integration model was used in this research to analyze Tinto’s concept of academic and social integration relevant to first-generation Black college men’s persistence. Four research questions were used in this study to describe the participants’ perceived self-efficacy, persistence, and family influences as well as perceived experiences with faculty and peer students relevant to their academic success in higher education in Texas. Quantitative studies have focused on the historical academic achievement gap for minority students in higher education (Spangler & Slate, 2014). However, there was limited research giving a voice to Black men in college and their perceived self-efficacy as it relates to college persistence in Texas. A purposeful sampling method was used to identify 10 first-generation Black senior college men for this study. The data collection approach in this study included semi-structured interviews, journal prompts, and focus groups. The qualitative data analysis procedures employed Moustakas' modification of the Stevick-Colaizzi-Keen's method. Findings indicated that perceived self-efficacy relevant to the persistence of the participants in higher education in Texas was aligned with existing research. Four themes and patterns emerged: self-efficacy, family relationships, community obligations, and campus relationships.
Book Synopsis Maximizing Intervention Effectiveness by : Christopher Yoi Tibbetts
Download or read book Maximizing Intervention Effectiveness written by Christopher Yoi Tibbetts and published by . This book was released on 2017 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: First-generation college students (students for whom neither parent has a four-year college degree) earn lower grades and worry more about whether they belong in college, compared to continuing-generation students (who have at least one parent with a four-year college degree). We conducted a longitudinal follow-up of participants from a study in which a values-affirmation intervention improved performance in a biology course for first-generation college students, and found that the treatment effect on grades persisted three years later. First-generation students in the treatment condition obtained a GPA that was, on average, .18 points higher than first-generation students in the control condition, three years after values affirmation was implemented (Study 1A). We explored mechanisms by testing if the values-affirmation effects were predicated on first-generation students reflecting on interdependent values (thus affirming their values that are consistent with working-class culture) or independent values (thus affirming their values that are consistent with the culture of higher education). We found that when first-generation students wrote about their independence, they obtained higher grades (both in the semester in which values affirmation was implemented and in subsequent semesters) and felt less concerned about their background. In a separate laboratory experiment (Study 2) we manipulated the extent to which participants wrote about independence and found that encouraging first-generation students to write more about their independence improved their performance on a math test. Study 3 implemented three different values-affirmation interventions that tested the effectiveness of encouraging students to write more about their independence, interdependence, or both in a field study conducted at two-year colleges throughout the state of Wisconsin. The results of Study 3 highlighted challenges and differences in the way students respond to a values-affirmation intervention across different institutional contexts. Taken together, these studies provide insight into the potential of values-affirmation interventions to improve performance for first-generation students.
Book Synopsis Exploring the Impact of First-Generation Status and Family Cohesion on the Career Thoughts of College Students by : Roneferiti MaIshia Fowler
Download or read book Exploring the Impact of First-Generation Status and Family Cohesion on the Career Thoughts of College Students written by Roneferiti MaIshia Fowler and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The impact of first-generation status and family cohesion on the career thoughts of college students was investigated. While prior research had examined the differences between first-generation and non-first-generation college students, few studies have focused on the career-decision making of first-generation college students. No research to date had specifically explored the relationship between first-generation status, family cohesion, and negative career thoughts of college students. While making a career decision is often a difficult task, it was expected that given their parents' lack of experience with college, first-generation college students would likely experience more barriers in career thinking than other students. In addition, the role of family cohesion was examined. Participants from the study consisted of 105 undergraduate students attending a large public university in the southeast region of the United States. Hierarchical multiple regression analysis was utilized to analyze the data. The hypothesis that first-generation students would account for a significant amount of variance in career thoughts was strongly supported. First-generation status accounted for 60% (59.7%) of variance related to negative career thoughts, which was measured by the Career Thoughts Inventory (CTI). The hypothesis that after accounting for variance related to first-generation status, significant additional variance would be accounted for by family cohesion was also supported. Family cohesion accounted for an additional (1.6%) of variance, which was measured by the Family Adaptability and Cohesion Evaluation scale. Limitations, clinical implications and directions for future research are discussed.
Download or read book Purposeful Persistence written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Undergraduate populations at colleges and universities have become increasingly diverse in recent years, and one of the greatest shifts has been the steadily increasing numbers of first generation college students (FGCS), students whose parents did not attend college. Studies of FGCS have concluded that retention is less likely for FGCS than continuing generation college students (CGCS). According to the literature, FGCS are more likely to be academically under prepared, come from low income and minority backgrounds, and be less engaged in the college experience than CGCS. In exercising this attention, many colleges and universities have developed retention strategies focusing on characteristics of FGCS that might put them at risk for not completing a degree. Initially, these contrasts between FGCS and CGCS were regarded widely as deficits of the first-generation population. In recent years, however, some institutions of higher education have shifted in their approach from an "individual deficit model" focused on the shortcomings of individual students to a deeper understanding of how institutional conditions encourage or discourage students from staying in school. This evolving emphasis includes a shift in responsibility for students' college going success -- from the individual to the institution. These contrasting and evolving ideas present a complex but incomplete picture of how colleges work or do not work for first-generation college students. This study explored the characteristics and perspectives of FGCS and the institutional conditions, policies and practices affecting first year persistence at a low persisting rural four-year university. I examined three broad questions: What are the critical characteristics of FGCS who persist past their first year at the University? What implications do these characteristics have for retaining FGCS beyond the first year of college at the institution? What implications do these attributes hold for other colleges and universities seeking to retain FGCS? Confounding results were found after analyzing demographic and academic data on FGCS; although similar to other FGCS in terms of at-risk characteristics, they were out-persisting and performing their CGCS peers. In order to understand this counterintuitive finding, institutional policies and practices were explored, and focus groups were conducted investigating the perceptions of FGCS towards college persistence. The findings suggest that the restricted focus on external attributes of students fall short in explaining FGCS persistence. This study illustrates that institutions of higher education can better support first generation college students if they make available the freedom for individuals to develop naturally, learn through experience, and engage in the formation of their purpose (based on Dewey's 1938 work). It is up to leaders in institutions of higher education and researchers to extend the focus and support beyond external attributes of first generation students and include a focus on internal characteristics, providing a more complete picture of how colleges work or do not work for them.
Book Synopsis Understanding the Motivation Behind the Success of First Generation College Students by : Shannon Joseph Fairley-Pittman
Download or read book Understanding the Motivation Behind the Success of First Generation College Students written by Shannon Joseph Fairley-Pittman and published by . This book was released on 2020 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study examined how graduating seniors who identify as FGC and low SES have made sense of the motivational factors that have aided their success towards navigating their undergraduate experience. Semi-structured personal interviews were conducted with six students who attend the large, private, top tier, New England University in North America. Transcripts were analyzed using the Interpretative Phenomenological Analysis (IPA) process, which values the participants' lived experiences and the constructivist-interpretivist paradigm, which allowed for the participants to make sense of their personal and social worlds. Two main themes emerged with subsequent sub-themes. Internal Pressure & Responsibility surrounding gaining Financial Sponsorship and being Academically and Professionally Competitive. Personalized Social and Cultural Community through a First Generation Student Cohort and through Mentors and Staff Support. These findings were considered through Albert Bandura's Self-Efficacy (1977) theory and allowed for the researcher to use the framework to get FGC students to examine their lived experiences from the lens of multiple contexts such as, environment, familial-educational training, academic preparation and social networks"--Author's abstract.
Book Synopsis Experiences of First Generation College Students by : Eleanor Grace Stulting Bradley
Download or read book Experiences of First Generation College Students written by Eleanor Grace Stulting Bradley and published by . This book was released on 2017 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Influence of Institution Type on Self-regulated Learning Strategies in First Generation College Students by : Alex Spalding
Download or read book Influence of Institution Type on Self-regulated Learning Strategies in First Generation College Students written by Alex Spalding and published by . This book was released on 2013 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis First-generation Students by : Anne-Marie Nuñez
Download or read book First-generation Students written by Anne-Marie Nuñez and published by DIANE Publishing. This book was released on 1998 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
