Many first-generation students (FGS) succumb to challenges and barriers and ultimately give up on their educational goals. Little is known about FGS who graduate and are successful in their discipline. The purpose of this qualitative study was to explore factors that influenced the persistence of FGS who graduated and are employed in the healthcare field. The theoretical framework consisted of experiential learning, identity development and environmental influence, and social cognitive career theories. The research questions focused on how FGS made decisions to graduate, interpreted their academic learning experiences, and perceived academic support received in the college environment. Data was collected from questionnaires designed by the researcher and emailed to 12 participants, and from college retention, enrollment, licensure, and safety and security reports. Data analysis involved open and axial coding and application of the NVivo software package, whereby 8 themes emerged. Findings indicated that (a) family support, mastering a skill, and challenges and academic successes supported FGS' decisions to graduate; (b) inspiration, vocational interest, and self-awareness defined and described FGS' academic learning experiences; and, (c) faculty and student engagement and environmental support revealed the academic support FGS received in the college environment. The study suggested ways in which the persistence of FGS in community college healthcare programs can be improved. Implications for future research into variables that influence the persistence of FGS were discussed. Improving the retention of FGS and widening the pool of community healthcare workers can impact positive social change by contributing to social welfare and economic development.

An increasing number of first-generation college students enroll in college each year. However, according to national statistics, as many as 900,000 first-generation college students drop out each year. Colleges have developed summer bridge programs to help first-generation students succeed; participants have shown an increase in grade point average (GPA) and retention. There is limited research focusing specifically on private nonprofit university bridge programs, and national statistics show 34% of first-generation college students electing private universities. Thus, the purpose of this quantitative cross-sectional study was to evaluate a private nonprofit university bridge program called the Pfeiffer Readiness Education Program. Using the Seidman retention model as a theoretical framework, this study investigated student satisfaction, retention, GPA, and credits earned versus attempted for first-generation participants in an early intervention program. To determine statistical significance between groups of first-generation participants (n = 39) and first-generation nonparticipants (n = 35), t test is used. The early intervention program demonstrated statistical significance (p < .05) between participants and nonparticipants in student satisfaction, retention from Fall 2016 to Spring 2017, retention from Fall 2016 to Fall 2017, GPA in Fall 2016, GPA from Fall 2016 to Fall 2017, and credits earned versus attempted ratio for Fall 2016 to Fall 2017. This study may provide staff of similar institutions with understanding of the importance of early intervention programs for first-generation college students. Programs to retain and graduate first-generation college students could promote positive social change.

The intent of this study was to identify the issues that impact the retention of African-American, Black males in college. The study was of two small focus groups comprised of African-American students of various grade classifications from a regional comprehensive university in the southeast. These focus groups were comprised of up to but no more than six students. The decision on the group size was made to allow all of the students’ ample opportunity to respond to the eight questions used in the focus groups. The student groups attended the university main campus as well as the university South Campus where developmental courses are taught. The students were from both rural and urban backgrounds, as well as single parent and traditional family backgrounds. Various themes emerged as a result of this study which includes: importance of family support prior to college and during the student’s college career. Additionally, the role of mentors was identified as affecting the student’s retention in college. There was also discussion of how Black males are viewed on campus by other Black students, as well as other students and the faculty and staff. It can be concluded that several factors have affected the retention of this small group of African-American males in higher education. The information gathered shows that family support is a key cog in the retention of this group; in addition, the role of mentors in their education was very important to this group of students.

In this paper multi-actor multi-criteria decision aid methodology are developed to examine the impacts of EU policies related to first generation biofuels on identified key stakeholders. The thesis focuses on the integration of relevant qualitative and quantitative criteria defined by key stakeholders into one comprehensive evaluation process, to serve as a decision support tool for decision makers. Weight allocation of the defined criteria will be assessed by using the Analytic Hierarchy Process (AHP) framework, where the multi-criteria decision-aid method PROMETHEE II is used to rank relevant policy alternatives based on the information provided. In the end, results will help the decision makers to identify the impacts of different EU policy alternatives on each stakeholder group.

First-generation college students are less likely to attend and complete college than their peers whose parents have completed college. Among the reasons cited for this disparity is lack of parental familiarity of the college admissions process and financial aid opportunities. First-generation youth wishing to pursue a college education must rely on others for this knowledge. This study examines first-generation college students' perceptions of support and whether their places of origin have any bearing on their future plans. The study examines interviews with participants through the lens of Tinto's (1993) model of student departure to examine whether their responses, and whether their places of origin, point toward likelihood of student retention. This study finds that students cite parents and high school faculty and staff as most supportive when preparing for college. After arriving in college, there are no differences among students based on place of origin and likelihood of retention. Participation in a retention program appears to help the students meet the criteria for student retention as outlined by Tinto's model.

Thesis (Ed. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

>Magister Scientiae - MSc / These days there are deep concerns over the environmental consequences of the rate of consumption of energy from non-renewable sources because of the accelerated increase in greenhouse effect. There is, therefore, increasing interest in research activities on renewable energy systems (e.g., supercapacitors, batteries, fuel cells and photovoltaic cells) and their materials. Supercapacitor materials have attracted much attention because of their high energy storage capacity, large surface area, high specific power density (watts/kg) and low cost. The development of advanced supercapacitor devices requires active electrode materials with high storage capacity and dispensability. Graphene oxide-dendritic star copolymer nanocomposites are fascinating as electrode materials, both scientifically and technologically, due to their exceptional properties, including light weight and high potential. / 2020-08-31

This study examined whether first-generation South Asian American college students are different from continuing-generation South Asian American college students in their college adjustment, as measured by the Student Adaptation to College Questionnaire and their psychological well-being (PWB), as measured by the Scales of Psychological Well-Being (SPWB). The Asian population is one of the fastest growing minority groups in the United States. Despite being the third largest Asian subgroup, South Asians continue to be underrepresented within the educational and psychological literature. A review of studies shows that compared to continuing-generation college students (CGCS), first-generation college students (FGCS) are disadvantaged in terms of their demographic characteristics, pre-college preparation, knowledge about higher education, non-cognitive variables (e.g., self-esteem), and adjustment to college. Additionally, existing research shows that FGCS experience higher levels of psychological distress and lower levels of PWB. This study found that FGCS were significantly more likely to live and work off campus, have lower household incomes, and spend fewer hours per week participating in co-curricular activities than their CGCS peers. Furthermore, FGCS had lower levels of social and academic adjustment compared to their counterparts. Finally, while FGCS had lower mean scores on the SPWB than their peers, only the scores on the Personal Growth subscale were significantly different. Understanding and contextualizing the experiences of racial/ethnic minority students who are first in their family to pursue higher education will help educators and psychologists to identify, develop, and implement culturally appropriate instructional strategies, programs, services, and treatments. Consequently, this would help nontraditional youth transition successfully into college and thrive psychologically.

Introduction: More than one-third of adults and 17% of children/adolescents in the US are overweight or obese contributing to significant morbidity and mortality, and healthcare costs. Studies have reported the persistence of adolescent obesity to adulthood, resulting in increased risk of chronic diseases such as asthma, type 2 diabetes mellitus, cardiovascular, and liver diseases. Little is known about obesity patterns in subethnic populations in the US with high prevalence of obesity or overweight reported in Hispanic youth (21.9%) compared to non-Hispanic blacks (19.5%) and non-Hispanic whites (14.7%). Several genetic, uterine, and nutritional factors, and unhealthy behaviors were identified as risk factors. Evidence is emerging about the possible role of generational status in influencing adolescent obesity. The purpose of this study is to assess the association of generation status with adolescent overweight or obesity in Hispanics in the US. Methods: Data from the 2011-2012 National Survey of Children's Health (NSCH)were used to conduct this study. Only Hispanic adolescents aged 10 to 17 years were included as study population. Using the age-sex-race specific cut-off points, we defined adolescent as being overweight or obese if they were above 85th or 95th percentile cut off point values for BMI. Generation status of an adolescent was categorized into three groups: a) generation 1 for those who were not born in US or to US citizens abroad, and migrated to US as children, b) generation 2 are those born in US but have at least one parent who is foreign born, and c) generation 3 or higher adolescents are those born in US to native-born parents. Multivariable models were conducted to test the association of generation status with adolescent obesity in Hispanics, adjusting for potential confounders. Results: A total of 5,217 Hispanic adolescents were included in the study. Approximately 1,650 and 31.7% of adolescents reported being overweight or obese. Approximately 857, 2,216 and 2,144 of adolescents are 1st, 2nd and 3rd generation Hispanic youth. Comparing to 3rd generation adolescents, those belonging to 1st and 2ndgenerations were associated with increased odds of adolescent obesity in Hispanics OR1.48, 95% CI 1.177 – 1.867 and OR 1.405, 95% CI 1.227-1.610 for 1st and 2nd generation, respectively. Conclusion: Generational status is associated with increased relative odds of overweight or obesity in Hispanic adolescents. Aggregated estimates not accounting for nativity or county of origin of an adolescent contribute to significant heterogeneity or disparities in obesity prevalence or patterns, with implications for generation-specific interventions.

abstract: Peer coaching is an emerging approach higher education institutions are using to increase student success outcomes for first-year students. This study examined how peer coaches use their community cultural wealth with the students they coach and how coaching encouraged first-generation students to access the community cultural wealth they bring with them to college. The theoretical framework guiding this study was Yosso’s theory of community cultural wealth. I used a qualitative approach and interviewed five peer coaches and conducted focus groups with 15 first-generation, first-year students who had received coaching. Findings indicate peer coaches used the six dimensions of community cultural wealth with students they coach, including aspirational, familial, linguistic, navigational, resistant, and social capital. Students also reported peer coaching helped them access their community cultural wealth, especially as compared to advising and faculty interactions. Three key differentiators emerged when comparing coaching to other forms of support: relatability, sense of belonging, and self-confidence. / Dissertation/Thesis / Doctoral Dissertation Educational Policy and Evaluation 2020