Utilizing the College Student Experiences Questionnaire(CSEQ), a regression analysis was run to identify the ways in which 95 Native American college students attending an elite,religious, predominantly White institution (PWI)interact with faculty. These interactions were used to predict correlations with the educational outcomes of (1) aspirations for graduate school, (2) GPA and (3) overall gains from college. The findings were further disaggregated by first-generation and continuing-generation status. The findings suggest that none of the faculty-student interactions or demographic variables were significantly correlated with aspirations for graduate school. Gender, class standing and age were significantly correlated with GPA. A better relationship with faculty members positively correlated with five of the estimate of gains, suggesting that the better a students' relationships with faculty, the greater their overall gains from college. The current study found that first-generation students did not socialize with a faculty member outside of class as much as continuing-generation students. However, this study found that first-generation students reported better relationships with faculty than continuing generation-students and being more willing than continuing-generation students to work harder as a result of feedback from an instructor. The findings identify faculty-student interactions that can lead to success in higher education for Native American college students, as well as understanding how these interactions compare or differ for first-generation and continuing-generation Native American college students.

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This study explored how first-generation, minority community college women who participated in a Student Success course understood their higher education experiences. The researcher used a basic interpretive qualitative methodology to uncover how the value of higher education was constructed within those discussions. Five purposively selected students participated in one-on-one semi structured interviews. The participant's understandings were highlighted independently, reflecting a wide range of sentiments that were largely self-directed in essence, at times ambiguous and yet, complex in nature as the women made sense of their experiences. Through the use of thematic analysis, three dominant discourses about the value of higher education were identified as opportunity and defined as: 1) Personal Fulfillment and Intrinsic Motivation, 2) Financial Stability and College as Insurance against Poverty, and 3) Social Obligations: Breaking Stereotypes and Setting Examples. The data coupled with researcher reflections serve as the basis for implications for Student Success faculty and administrators in the areas of pedagogical strategy, marketing, resource creation, and program restructuring. Lastly, recommendations were made for future research studies.

Understanding undergraduate student success is central to addressing issues in the current education climate. Many barriers exist for students; however, even more barriers exist for first-generation college students. Especially difficult for first-generation college students is access to social capital with regards to higher education. The current study focused on addressing the following overall research question: does having a sibling who attended college make a difference in the academic outcomes of a student? The sample for the study included all undergraduate students who enrolled as first-semester freshman in a large, Research 1 university in the Northeastern United States from fall 2016 through fall 2021. Transfer students were excluded. The data were provided by the selected institution’s Office of Institutional Research and Assessment (IRA). These data included the primary variables that were used to define academic success-- the student’s first semester GPA, first to second semester retention, first to second year retention, and four-year graduation rate. Additional variables were collected which included student’s SAT scores, high school GPA, gender, and data from a survey that is administered to all incoming freshmen- the New Student Questionnaire (NSQ), which included information about the level of education of each student’s mother, father, and siblings. The analysis of the data revealed that as the number of family members who attended college increased, so did high school GPA, 1st semester GPA, 1st to 2nd semester retention, and 4-year graduation rate. Ultimately, this indicates that as the number of family members who attended higher education increases so does student success. Siblings play a critical role in that they add an additional access point to social capital for the student in question. While siblings are important though, the results suggest that the number of family members who have attended college and not the relationship to the student may be a more important consideration. / Educational Leadership

With the demographics of the United States changing at a rapid rate, a greater percentage of the population identifies as first-generation college students (National Center for Education Statistics, 2016). Much of the literature available around first generation college students focuses on deficits in this population, noting lower retention and graduate rates compared to their non-first generation peers. The literature notes not having exposure to pre-existing knowledge around the college experience, given they are the first in their families to pursue postsecondary education, is a strong contributor to these poor outcomes (Cataldi et al, 2018; Collier & Morgan, 2008; O’Shea, 2016; Stephens et al, 2012). Next steps, however, require university administrators to view this population from a lens of opportunity and strengths to focus on how institutions can empower this group (Macia, 2013). In spite of the challenges faced, first generation college students have persevered and are seeking additional opportunities for educational advancement, requiring administrators to rewrite the deficit narrative in the literature and focus on how to empower first generation college students to persist and ultimately graduate. With more first generation college students seeking postsecondary education than ever before, universities need to adapt to the changing needs of the students enrolling in their programs and seek ways to build social capital in these students, which has been proven to promote self-efficacy, goal setting, and academic success, and ultimately higher retention rates (Fosnacht et al., 2017; Lotkowski et al., 2004; Tinto, 2007; Vander Schee, 2007; Young-Jones at al., 2013). Given the literature points to a strong connection between students building relationships with academic advisors and higher rates of retention and graduation, universities should focus on the professional development opportunities provided to advisors (Bettinger & Baker, 2014; Fosnacht et al, 2017; Mau & Fosnacht, 2019; Molina & Abelman, 2000; Swecker et al, 2013). This research focuses on a survey of 108 academic advisors across the mid-Atlantic region, including two-year and four-year institutions, both public and private as well those only granting bachelor degrees all the way up to those doctoral granting institutions. The 35 question survey was broken into three parts. Part one focused on utilizing the Mentoring Competency Survey, developed by the University of Wisconsin-Madison, to understand the development of key competencies related to mentorship, including maintain effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity, and promoting professional development (Fleming et al., 2013; University of Wisconsin-Madison, 2018). Part two focused on demographic questions taken from the 2011 NACADA National Survey These questions focused specifically on the advisor’s size of the home institution, understanding the advisor’s role (department-level, school-level or university-level), highest degree attained, and types of professional development available to the advisor (National Academic Advising Association Clearinghouse, 2017). The third section asked for general confidence ratings in working with first generation college students versus non-first generation college students and years of service. The survey results noted a general lack of professional development being provided to this population related to the needs of first-generation college students. Most reported minimal to no professional development opportunities in this area and those that did report noted limitation to the events, such as being one day workshops. Of those that reported more professional development opportunities around first generation college student, significant positive correlations for higher levels of confidence in working with this group were associated with having regularly scheduled meetings and out of office staff retreats that focused on first generation college student issues. Respondents also noted that having a series of workshops about general topics also boosted their confidence in working with first generation college students, which highlights the importance of complementing a professional development portfolio with information based on key content related to specific groups as well as generalized professional development that speaks best practices in the profession. Data from this survey promotes key ideas for future next steps, such as hiring and retention practices for academic advisors, setting professional development standards, utilizing competencies for professional growth and career advancement, and creating buy-in with students. Example and implementation ideas are also included for next-step planning. / Educational Administration

Food insecurity has been documented on college campuses. Exploring the barriers that factor into food access can provide insight into how to combat food insecurity in higher education. Furthermore, exploring how these barriers play a role in students' Quality of Life (QoL) can help improve a student's success while in school. Little research has been done on food access and its impact on QoL, and research is completely absent in regard to its effects on agriculture students specifically. As the desire for degrees increases, students from more diverse backgrounds are attracted to college. Many students from underrepresented populations experience barriers to attaining a degree that other students may not. First-generation students, being the first in their family to attend college and have little to no knowledge of how to navigate the challenges of degree attainment., International students experience living in a completely different culture and having to adjust to a new country and a new educational environment. This mixed-method study focused on how food access barriers impact the QoL of first-generation, international, rural, and urban College of Agriculture and Life Science students at Virginia Tech. The study involved a concurrent phase (1) of a cross-sectional survey consisting of multiple choice and open-ended questions. The sequential phase (2) of the study constructed interview questions from themes found in phase 1 and then were used to interview students. Once interviews were completed, phase 1 and phase 2 results were then compared to provide a broad view of how food access impacts QoL for agriculture students. The results from the study showed an adjusted R square explained .277 or 27% of the variance in the dependent variable QoL to be affected by the independent variables. The independent variables of food access, first-generation, Asian, and undergraduate classification of senior were shown to be significant in the first stepwise linear regression model. In the 6 stepwise linear regression models that examined the QoL of students based on department/schools, each model was found to be significant and have food access as significant predictor variable. An additional 6 stepwise linear regression models were completed to examine the significant independent variables from the department/school QoL scores models. The QoL scores explored were Asian, Hispanic/Latino, first-generation, international, rural, and undergraduate senior status and all showed food access as a predictor value to impact QoL. In addition, lack of awareness of resources, lack of options that are affordable and available, demanding schedules, running out of meal plan money, lack of acknowledgment of food access concerns, and environment impacted students' ability to access food. Students also voiced that lack of access to food impacted their QoL in the following ways: concentrating in class, studying, attending social events, maintaining a positive physical and mental health status. The impact of food access is a multidimensional problem that was shown to impact the QoL of CALS students at Virginia Tech. Preventing hunger and overcoming food access barriers are not problems to solve overnight. Finding solutions will take time and dedication from leadership, faculty, staff, and students. In addition, just because you may not be experiencing low food access doesn't mean you never will or that your friends are not going through the situation. Demonstrating love, empathy, and kindness when talking about hunger will be needed to lead the fight against this all-too-prevalent problem. / Doctor of Philosophy / "I often feel like when I'm running on fumes when I haven't eaten something nourishing. Depending on my commute to campus, I park and still have to walk/bike to get to my final destination. I often worry about falling faint when I'm operating on limited sleep and food. I even feel impacted by my ability to focus on class or work. On another side, I often focus so much on my daily tasks that I forget to eat entirely." One of the most basic needs an individual requires to complete daily life tasks is food, according to the theory of Maslow's Hierarchy of Needs (MHoN). Food insecurity is a prevalent concern for both higher education professionals as well as the college students who are experiencing the problem. Students face barriers that hinder their ability to access the quantity and quality of food they need to be successful in school. Food access is a multidimensional problem that can involve accessibility to food, the availability of food, affordability to purchase food, and awareness of resources. It is crucial to better understand how food access can have an impact on students' Quality of Life (QoL) (physical health, psychological health, social relationships, and environment) as well as the student's success in school. This understanding will advise higher education institutions on what their role can be in tackling the barriers students face when accessing food. This should improve the QoL of students, thus creating better outcomes for academic success at their institutions. Leadership, faculty, and staff can work to address the problem of hunger on campuses by listening to the voices of students on this ever-evolving problem. The issue is complex, but, ultimately, for students to be successful, their basic needs will need to be met. As such, supporting a student's access to food is absolutely essential.

Most undergraduate students enroll in college with the aim of securing a professional career after graduation; however, not all students achieve this goal. Prior research has explored whether career outcomes differ between students of varying academic and demographic backgrounds, but few studies have examined whether first-generation status is correlated with career outcomes. In addition, different parameters are used to define first-generation students within the research literature, making it difficult to capture consistent data on this population. In this quantitative study, I analyzed NACE First Destination Survey data to assess whether recent first-generation college graduates from the same higher education institution achieve differing career outcomes from their continuing-generation peers, applying three distinct definitions for first-generation students to highlight within-group differences in this population. The results of this study showed some disparities in career outcomes between first-generation graduates and their continuing-generation peers, with first-generation students unemployed at slightly higher rates, especially in the aftermath of the COVID-19 pandemic. However, graduates' field of study was a stronger predictor for career outcomes than any other academic or demographic variables included in the study. This study aims to provide future directions for higher education institutions to critically examine the career outcomes of their graduates to better target career development resources to the students who need it most. / Educational Administration

First-generation students are individuals whose parents have not attended college. These students often face challenges such as academic pressures, lack of social support, and mental health problems. Research has found that first-generation students experience a culture shock when transitioning from high school to college. These factors can impact academic success and affect overall health. This quantitative, cross-sectional study examined the impact of stress on mental health among first-generation and non-first-generation students. The study also examined if social and emotional support had a buffering effect on levels of depression, anxiety, and academic stress among first-generation college students. A survey measuring these constructs was distributed to 117 students at the University of Central Florida who consented to participate in the study in the Fall of 2023. Findings revealed that first-generation college students reported having higher levels of self-perceived stress (p < .05), anxiety (p < .01), and depressive symptoms (p < .05) than non-first-generation students. Family and peer social and emotional support served as a protective factor for first-generation students; however, family support played a larger role in reducing depressive symptoms (p < .05) and different dimensions of stress (p < .05). Study findings shed light on the need for universities to implement mental health screening and other wellness programs to address the mental health needs of first-generation students.

As a growing number of higher education institutions commit to first-generation student success, researchers, practitioners, and policymakers should aim to better understand how to deliver on promises to first-generation students within institutions and across the higher education landscape. First-generation students are a particularly important population of study due to their heterogeneity and because they comprise a large and growing share of current college-going or college-ready students. It is also important to understand how different types of institutions are supporting first-generation students, as institutional diversity is a hallmark of American higher education. This qualitative multiple case study investigates three diverse institutions—a comprehensive regional public university, a moderately selective private liberal arts college, and an elite historically Black college—and their unique approaches to enacting a stated commitment to first-generation student success. Through document analysis, interviews, and site visits, this study explores how policies and practices relate to this commitment; which institutional stakeholders are engaged in promoting first-generation student success; how institutions define, support, and measure first-generation student success; and whether enacted commitments to first-generation student success inform a broader culture of student success. In addition to investigating institutional perspectives, this study considers how first-generation students experience and perceive their institution’s efforts and explores alignments or misalignments between these two perspectives. Findings offer new insights into how distinct types of institutions—types underrepresented in research on student success—approach first-generation student success and contribute to a growing literature that takes an asset-focused, intersectional approach to understanding the experiences of first-generation students. Findings suggest that the first-generation identity, when understood in concert with students’ other identities, helps students make meaning of their college experiences. Explicitly recognizing first-generation students as a population—including by disaggregating institutional data on first-generation students—helps to ensure that institutions design programs, supports and initiatives that meet the specific needs of this population. Additionally, findings suggest that constituents—including students—across institutional contexts play important roles as cultural navigators for first-generation students and may serve as change agents who can help identify and resolve disconnects between institutional decisions and students’ experiences. Finally, the analysis suggests that approaches to student success can be rooted in an institution’s distinct culture, but institutions must work toward a holistic understanding of students’ identities, needs, and goals and dismantle biased or hegemonic practices that obscure and reinforce inequitable outcomes. / Policy, Organizational and Leadership Studies