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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
41

Factors affecting success of first-year Hispanic students enrolled in a public law school

Malmberg, Erik Davin. January 1900 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.
42

First-generation college students their use of academic support programs and the perceived benefit /

Thompson, Jessica Loren. Bush, V. Barbara, January 2007 (has links)
Thesis (Ph. D.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.
43

The effect of student engagement on student success at a binational Hispanic serving institution

Gibbens, Charles E. January 2009 (has links)
Thesis (Ph. D.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.
44

Transitioning from high school to college first-generation college students' perceptions of secondary school counselor's role in college preparation /

Delong, Bethany A. January 2006 (has links) (PDF)
Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.
45

Event-history mediator models of college attrition risk goups and risk factors /

Martinez, Julia. January 2007 (has links)
Thesis (M.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 30, 2007) Includes bibliographical references.
46

Highlighting hope an exploration of the experiences of West Virginia University McNair scholars /

Derk, Angela Marie. January 1900 (has links)
Thesis (Ed. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains viii, 207 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 198-203).
47

First Generation Latina Persistence: Group Mentoring and Sophomore Success

January 2011 (has links)
abstract: The purpose of this study was to help increase success for first-generation Latina students at Arizona State University by providing a group mentoring support experience during the spring semester of their sophomore year. Thirteen first-generation Latinas in their sophomore year were recruited from the Obama Scholars Program at Arizona State University. These students participated in one or two 90-minute group mentoring intervention sessions during the spring semester of their sophomore year and responded to reflection questions at the end of each session. Additional data were collected through e-journaling and field notes to document the mentoring process and the short-term effects of the group mentoring intervention. Study participants named three themes as critical to their college success: college capital, confidence, and connections. Participants also reported that the intervention of group mentoring sessions helped them increase their knowledge of available resources, feel more confident about their remaining years in college, make connections with other first-generation Latinas, and convinced them to recommit themselves to working hard for immediate academic success to achieve their goal of becoming the first in their families to become a college graduate. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011
48

Crossing Classes: A Test of the Social Class Bicultural Identity Integration Model on Academic Performance for First-Generation College Students

January 2017 (has links)
abstract: While more first-generation college (FGC) students are enrolling in college than ever before, these students still have poorer performance and higher rates of dropout than continuing-generation college (CGC) students. While many theories have predicted the academic performance of FGC students, few have taken into account the cultural transition to the university context. Similar to ethnic biculturals, FGC students must adjust to the middle-class culture of the university, and face challenges negotiating different cultural identities. I propose that FGC students who perceive their working- and middle-class identities as harmonious and compatible should have improved performance, compared to those that perceive their identities as incompatible. In three preliminary studies, I demonstrate that first-generation college students identify as social class bicultural, that integrated social class identities are positively related to well-being, health, and performance, that the effects of integrated identities on health and well-being are mediated by reduced acculturative stress. The current studies explore whether these effects persist across time and whether exposure to middle-class norms before college predict social class bicultural identity integration for FGC students. Results demonstrate that the effects of social class bicultural identity integration on depression and academic performance persist across time and that exposure to college graduates before college predicts social class bicultural identity integration. / Dissertation/Thesis / Doctoral Dissertation Psychology 2017
49

First-Generation Strength: Supporting First-Generation College Students in Study Abroad

January 2017 (has links)
abstract: First-generation college students are an underrepresented group in terms of study abroad participation nationally and at Arizona State University (ASU). The ASU and International Studies Abroad (ISA) Planning Scholars Scholarship Program was developed to support first-generation college students in their pursuit of study abroad. This mixed-methods study examined what the specific needs of first-generation college students are as they pursue study abroad experiences and what effect the ASU and ISA Planning Scholars Program had on them. A combination of surveys, semi-structured interviews, and a photovoice project provided data for the study. Key findings included that first-generation college students had concerns about finances, finding a study abroad program that would keep them on track for graduation, making friends while they study abroad, and traveling abroad alone. The study indicated that the Planning Scholars program did increase students’ confidence in pursuing study abroad. Additionally, the theory of First-Generation Strength was developed which suggests that first-generation college students possess certain strengths and capital that help them overcome a variety of new obstacles and make them an ideal candidate for study abroad due to their experiences with having to navigate new contexts, such as going to college, independently. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2017
50

Is It Really Up To Me? Academic and Life Tensions for "Double First-Generation" College Students

January 2013 (has links)
abstract: This study examined the experiences of first-generation college students who were enrolled in online degree programs at a traditional brick-and-mortar university located in the western United States. These students were viewed as "double first-generation" because they were not only the first in their family to pursue a bachelor's degree, but were also among the first generation in the history of American higher education to pursue public, postsecondary education in an entirely online format. The research was designed as a multiple methods case study that emphasized qualitative methods. Being exploratory in nature, the study focused on participant characteristics and the ways that they responded to and persisted in online degree programs. Data was collected through research that was conducted entirely online; it included an e-survey, two asynchronous focus groups, and individual interviews that were conducted via Skype. Grounded theory served as the primary method for data analysis, while quantitative descriptive statistics contextualized the case. The results of this study provide a window into the micro- and macro-level tensions at play in public, online postsecondary education. The findings indicate that these pioneering and traditionally underserved students drew from their diverse backgrounds to persist toward degree completion, overcoming challenges associated with time and finances, in hopes that their efforts would bring career and social mobility. As one of the first studies to critically examine the case of double first-generation college students, this study extends the literature in meaningful ways to provide valuable insights for policymakers, administrators, faculty, and staff who are involved with this population. / Dissertation/Thesis / Ph.D. Educational Leadership and Policy Studies 2013

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