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This study examined the social and environmental supports and barriers that community college students perceive during their pursuit of transfer to a four-year college or university for the purpose of completing a bachelor's degree in a STEM (Science Technology Engineering Math) major, and how these factors relate to their perceived likelihood of degree attainment. A total of 307 students across seven Virginia community colleges responded to an online survey including validated instruments for measuring perceived supports, barriers, and persistence intentions. Statistical analyses explored differences between first-generation and continuing-generation student perceptions based on two widely used but contrasting definitions of first-generation college student. The first manuscript addresses differences in student perceptions. First-generation students with no parental college experience had significantly lower reported support scores based on their lower perceived financial resources. No other differences were found. The second manuscript explores the relationship between student support and barrier perceptions and their persistence intentions, or perceived likelihood of successfully completing their degree. The entire sample of community college students demonstrated theory-consistent correlations. However, contrary to most published research that has taken place in the four-year setting, results for first- and continuing-generation subgroups were inconsistent. This study serves as a foundation for further research performed at the community college, where results may vary compared to four-year contexts. / Doctor of Philosophy / Most published community college transfer research takes place at four-year colleges and universities, after students have successfully transferred. Less is known about the experiences of students pursuing transfer. This study examined the social and environmental supports and barriers that community college students perceive during their pursuit of transfer to a four-year college or university for the purpose of completing a bachelor's degree in a STEM (Science Technology Engineering Math) major, and how these factors relate to their perceived likelihood of degree attainment. A total of 307 students across seven Virginia community colleges responded to an online survey including validated instruments for measuring perceived supports, barriers, and persistence intentions. Statistical analyses explored differences between first-generation and continuing-generation student perceptions based on two widely used but contrasting definitions of first-generation college student. The entire sample of community college students demonstrated theory-consistent correlations. However, contrary to most published research that has taken place in the four-year setting, results for first- and continuing-generation subgroups were inconsistent. This study serves as a foundation for further research performed at the community college, where results may vary compared to four-year contexts.

In this qualitative research study, I share first-generation college students' help-seeking experiences with writing tasks and use an affective lens to investigate how first-generation students feel when navigating various help-seeking situations. Often, students' experiences and emotions highlight their commitments to independence. In this study, I found that students' feelings of insecurity and confidence both encouraged and discouraged help seeking with writing, that students expressed determination as a central affect when describing their commitment to independence, and that loneliness is a significant affect in regards to writing help seeking and independence. These findings provide writing center faculty and tutors and first-year composition instructors a framework for interpreting first-generation college students' expressions of confidence, insecurity, and determination. Using this framework, I give suggestions on effectively responding to the help seeking of first-generation students.

The purpose of this study was to examine the impact of participation in a federally funded TRiO program. Specifically, it was designed to determine if the TRiO program was a good indicator of producing statistically significant outcomes in college self-efficacy and perseverance of first-generation African American Women (AAW) in STEM (Science, Technology, Engineering, Mathematics)-related disciplines in comparison to those who were not enrolled in TRiO. The research design for this study was inferential statistics with a causal-comparative design. This study consisted of 55 participants enrolled at a large, 4-year, public, doctoral degree-granting institution in the Southeastern rural region of the United States who identify as first-generation AAW. Out of the 55 participants, the researcher identified 31 AAW who (a) were enrolled in STEM-related disciplines during the spring 2018 semester and (b) who were enrolled in a TRiO program. Analysis using a series of one-way ANCOVA tests found TRiO to not have a statistically significant difference for the perseverance score, consistency score, course efficacy score, and the social efficacy score. Moreover, years of participation in a TRiO program positively correlated with social efficacy. A Multiple Regression was conducted, and it was found that for social efficacy there was a statistically significant difference for the number of years of participation in a TRiO program. This study generated limited results in regards to identifying a statistical significant difference in the impact of college self-efficacy and perseverance of first-generation AAW in STEM-related disciplines based on their demographic characteristics (e.g., age, classification, family income) for the perseverance score, consistency score, course efficacy score, and the social efficacy score. Conclusions based on the findings in this study indicated that years of participation in TRiO positively correlated with social efficacy as there was a statistically significant difference for the number of years of participation in TRiO. Therefore, the researcher recommends that a longitudinal study be designed to monitor participants’ college self-efficacy and perseverance from their freshman year to their senior year of college.

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The academic and social integration of first-generation college students into institutions of higher education continues to be a topic of concern for university administrators, faculty, and staff. Students enter college with different background traits and experiences as well as have different college experiences that can either permit or prohibit their ability to integrate into the college environment (Choy, 2001; Pascarella & Terenzini, 1983). Academic and social integration are two key factors used in predicting whether or not a student will persist from one academic year to the next (Cabrera, Nora, & Castaneda, 1993; Ishitani, 2003). This is especially important for first-generation college students. A student's ability to navigate the college system determines their ability to academically and socially integrate. By understanding how the different background characteristics, pre-college experiences, college experiences, college environments, and academic performances of first-generation college students can influence academic and social integration, universities could increase retention and graduation rates. The development of comprehensive academic support programs by institutions of higher education has been one strategy used to improving the integration of first-generation college students. The purpose of this study was to investigate the longitudinal impact of comprehensive academic support programs on the academic and social integration of first-generation college students during the 2008 academic year at a large public research university. This study employed a quantitative research design using variables from the 2008 CIRP Freshman Survey and the 2009 YFCY Survey. Astin's Input-Environment-Outcome model (1991) was used to examine the impact of the independent measures selected. The analysis plan utilized statistical weighting, factor analysis, descriptive statistics, and multivariate regressions. The results of this study indicated: 1) first-generation FYE students were not academically integrated into college by the end of the first year but participation in a comprehensive academic support program did have a positive impact on their academic integration; and 2) first-generation FYE students were socially integrated into college by the end of the first year and participation in a comprehensive academic support program did have a positive impact on their social integration. These findings have implications for theoretical frameworks, secondary education, and large public research institutions. / text

Second-generation college students comprise a large majority of the collegiate population. The research on this population strongly suggests that their knowledge, capitals, and the support received from their parents gives them a “jump start” in higher education in comparison to their first-generation peers. The positive exposure to higher education received by second-generation college students is asserted to be directly linked to their parents' experiences in higher education. Second-generation college students are assumed to possess the basic knowledge for successful navigation of the college experience. As a second-generation, African-American college student, I carried a high level of expectation and numerous assumptions about what my experiences would be like in the academy. I assumed that my mother's college education would have a positive effect on my college journey. As my college experience unfolded, I found myself severely deficient when it came to basic collegiate knowledge and survival skills. The radical changes in higher education that had occurred during the twenty years between the collegiate experiences of my mother and me greatly decreased my mother's ability to pass on knowledge that was still up-to-date and practical for my experience. My journey through college was nothing like the second-generation student literature suggested. My experiences in higher education closely paralleled those associated with the first-generation student population. The challenges I faced included social, cultural and racial integration, course and major selection, reduced parental involvement and financial strain. I have since come to view myself as a first-generation college student amid second-generation college student assumptions and expectations. Through the use of Scholarly Personal Narrative methodology, this dissertation seeks to bring into focus a hitherto hidden population in higher education. These are the students, who in spite of having at least one parent or guardian with a college degree, do not know how to navigate the college journey; these are the students who feel like imposters in the academy because it is assumed they are better equipped to navigate the institution. In this dissertation I draw upon numerous studies of first-generation and second-generation college students to create an empirical understanding of the dual and dueling narrative I occupied during my undergraduate experience. I explore concepts of cultural and academic capital as being vital in my ability to master the college environment. I introduce for the first time in the literature a concept I call “values capital.” I also discuss the salience of social class identity in the pursuit of higher education in order to frame a narrative of my own self-empowerment and subsequent integration into higher education. In addition to a number of empirical studies, I will draw upon biographies and my own personal narrative to elucidate the universal themes of self-empowerment, authenticity, insecurity, ambition, and meaning-making—themes that all second-generation-on-the-outside but first-generation-on-the-inside students must confront if they are to be successful in higher education.

This study examined factors that relate to the persistence of first-generation undergraduate students in a 4-year public university in the Southeastern United States. Results were analyzed from a 2011 two-part survey: CARES-I (College Assessment of Readiness for Entering Students-Intent) and CARES-A (College Assessment of Readiness for Entering Students-Actual/Achieved. Semistructured interviews were conducted with first-generation undergraduate persisters, administrators, and professors. There was no statistically significant difference in persistence between continuing-generation and first-generation students. None of the factors, with the exception of performance goals on CARES A, were found to relate to persistence. Significant positive correlations were found between persistence and residential status, a learning strategies course, gender, high school GPA, and first semester in college GPA. The learning communities program was not found to significantly relate to persistence. The CARES surveys were found to be weak for predicting persistence. There was no significant interaction between any of the factors, persistence, and first-generation and continuing-generation, except for performance goals on CARES I and self-efficacy on CARES A. Findings from the interviews indicated that self-efficacy was highly important to graduation. The students had clear academic and professional, learning, monetary, and social outcome expectations. Student performance goals varied in amount of time, use of learning strategies, and organizational tools. Of the organizational variables, academic and social integration positively impacted persistence. However, the participants wished to have had higher grades as freshmen, found the STEM courses tough, had no informal interaction with administrators or professors, and did not use office hours enough. Students spoke positively of institutional programs, clubs, services, and organizations such as Supplemental Instruction (SI), the Math Lab, and Writing Center. Administrators and professors expressed a need for more information and responsiveness to persistence factors. Persistence was not impeded by family, friends, or work, whereas financial issues were prevalent. Although demographic variables did not negatively impact persistence, exo and macrosystem factors beyond the doors of the university emerged. Recommendations and options are provided for further research and for the university to improve persistence. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

First-generation college (FGC) students represent a small portion of the population of students on college campuses across the nation. Racial minority students are also highly underrepresented at four-year institutions. When one combines FGC students who are also racial minorities, they comprise an even smaller subgroup of students attending four-year college campuses. Research conducted to evaluate how FGC students perform their first year in college is prevalent. Additionally, research has been completed on factors that help predict a high school student's admission into and performance in college. However, very little research exists about factors identified in high school that may help strengthen a prospective FGC, racial minority, and high school student's admission into college. This study will utilize the RELATE questionnaire to evaluate individual characteristics or circumstances identified in prospective first-generation college racial minority students that may be potentially mediated for by high school counselors or college administrators to help strengthen college or university admission. Counselors or advisors could have an impact on improving the likelihood of college or university admission for this population by facilitating the process of coming to terms with family stressors and/or strengthening their flexibility or adaptability to new or different environments, learning, and people. Since the RELATE database does not include direct data regarding college admission, positive student educational characteristics such as sociability, calmness, organization, maturity, and happiness will be utilized to represent potential stronger preparation for admission into college. RELATE is a questionnaire designed for individuals in a committed relationship and provides important information regarding the individual, the partner, and the relationship. Research with the RELATE questionnaire data is generally utilized in family and social science domains. This study is unique since it accesses the individual instead of couple data for positive educational characteristics and research. This comparative study between prospective first-generation college White students and prospective first-generation college racial minority students is designed to assist educators in secondary and higher educational levels to better prepare prospective FGC students, particularly prospective FGC racial minority students, for college admission. Also, this study will distinguish between various characteristics that may assist college recruiters identify prospective FGC students who may be a strong fit for their institutions.

With the US recovering from a recession, a college diploma has become more valuable to avoid unemployment. Despite a college degree's importance, the access to higher education is a challenge for lower income Pell-Eligible Vermont students. For the past three decades, higher education continues to rise in cost faster than family income. Cost is not only an inhibitor for Pell-Eligible Vermont students. The complexities of navigating the financial systems of higher education to acquire aid in order to make college obtainable is also an issue for Pell-Eligible students. In order to successfully navigate these systems, a Pell-Eligible student's habitus, cultural capital, and social capital, greatly influence their decisions about applying to college and being able to successfully participate once accepted. To help understand the experience of Pell-Eligible Vermont students as they navigate the financial system of higher education institutions, I utilized a qualitative case-study phenomenological approach. The study was guided by the following research questions: (1) What are the specific challenges for Pell-Eligible students during their navigation of the financial systems of college? (2) What messages/information/support and from where do Pell-Eligible students receive about financing a college education? (3) How does cultural and social capital, and habitus influence a Pell-Eligible student in navigating the financial systems of higher education? (4) What are the implications for high schools, states, and colleges in providing information for Pell-Eligible students in navigating the college process? The study looked at the experiences of Pell-Eligible students who applied to and were accepted at Green Mountain University (GMU), a public four-year university in the Northeast region of the US. I interviewed undergraduates of GMU, the financial-aid officers of GMU, and professionals from the Vermont Higher Education Agency (VHEA). The goal of the study was to find areas where higher education institutions, high schools, and government agencies, can provide better support, more transparency, and ease the navigation process for Pell-Eligible Vermont students as they make decision and navigate the financial aid process in order to enroll into college after high school graduation.