This thesis focuses on first generation college students and their unique social positions in social and institutional networks. First generation students are less likely to attend college than non-first generation students. I examine what factors make a student more likely to self-report student success by considering formation of a new identity, “college student,” as well as looking at networks and role behaviors consistent with the new identity. It was predicted that those that were consistent with behaviors and identity would self-report academic success at a higher rate. I also predicted that overall, first generation students would be at a disadvantage compared to non-first generation students. Survey data collected from a large university in the southwest was utilized for analysis. First generation students are less likely to report academic success compared to their non-first generation peers. However, when more variables are considered within a binomial regression analysis, first generation status is no longer a significant influence on success. Other factors such as hours per week engaged in homework, involvement in learning communities, and ethnicity had an effect on self-reported success. Those who spent more hours per week doing homework or were involved in learning communities were more likely to self-report academic success. Whites were also more likely to report academic success than non-whites. Several policy implications are discussed.

Dual credit options allow high school students to enter college with college credits earned, as well as gain lived experience of the role expectations, academic rigor, and time it takes to complete college-level work. While past studies have identified benefits of dual credit for first-generation college students in particular, few have investigated the nature of that relationship. This qualitative study examined the relationship between first-generation students’ dual credit experiences and academic self-efficacy. Interviews were conducted with three first-generation college students in fall 2019. Findings indicate first-generation students who engage in a rigorous dual credit experience that results in mastery experience are more prepared for the academic expectations of college, master the role of a student, and perceive an increase in academic self-efficacy. This experience may provide first-generation students with knowledge and transition skills for college that their continuing generation peers find elsewhere. Implications and recommendations for future research are discussed.

In this study, we examined distress levels of first-generation college students at intake from an average of 137 university and college counseling centers that participated in data collection with the Center for Collegiate Mental Health (CCMH) between the 2012-2015 academic school years. We gathered descriptive data from the CCMH Standardized Data Set (SDS), and then examined itemized responses from the Counseling Center Assessment of Psychological Symptoms 62 (CCAPS-62). Students completed the SDS and CCAPS-62 at intake, and both measures rely on self-report. We divided student data (N = 184,334) into groups based on educational status: first-generation (FG) or non-first generation (NFG), and ethnic minority status: White (W) or minority (M), with several minorities grouped into the M variable. This created four subgroups: first-generation minority (FGM), first-generation White (FGW), non-first-generation minority (NFGM), and non-first-generation White (NFGW). We compared participants according to subgroup across the CCAPS distress index (which utilizes items from the depression, generalized anxiety, social anxiety, academic distress and hostility subscales), and the eight CCAPS distress subscales of: depression, generalized anxiety, social anxiety, academic distress, eating concerns, hostility, family distress and substance/alcohol use. We found significant differences on all subscales across subgroups. We ran statistics to determine between subject effects and estimated marginal means and found statically significant results across the distress index and the eight CCAPS distress subscales. Significant results showed the highest levels of distress in FG students, with FGM students higher on the majority of subscales. Further research is needed to understand the different levels and patters of distress in these populations.

In this study, we examined distress levels of first-generation college students at intake from an average of 137 university and college counseling centers that participated in data collection with the Center for Collegiate Mental Health (CCMH) between the 2012–2015 academic school years. We gathered descriptive data from the CCMH Standardized Data Set (SDS), and then examined itemized responses from the Counseling Center Assessment of Psychological Symptoms 62 (CCAPS-62). Students completed the SDS and CCAPS-62 at intake, and both measures rely on self-report. We divided student data (N = 184,334) into groups based on educational status: first-generation (FG) or non-first generation (NFG), and ethnic minority status: White (W) or minority (M), with several minorities grouped into the M variable. This created four subgroups: first-generation minority (FGM), first-generation White (FGW), non-first-generation minority (NFGM), and non-first-generation White (NFGW). We compared participants according to subgroup across the CCAPS distress index (which utilizes items from the depression, generalized anxiety, social anxiety, academic distress and hostility subscales), and the eight CCAPS distress subscales of: depression, generalized anxiety, social anxiety, academic distress, eating concerns, hostility, family distress and substance/alcohol use. We found significant differences on all subscales across subgroups. We ran statistics to determine between subject effects and estimated marginal means and found statically significant results across the distress index and the eight CCAPS distress subscales. Significant results showed the highest levels of distress in FG students, with FGM students higher on the majority of subscales. Further research is needed to understand the different levels and patters of distress in these populations.

No description available.

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

ABSTRACT First-generation college students earn college degrees in the United States at much lower rates when compared to non-first-generation college students. These students frequently face different challenges accessing and completing college degrees than those encountered by their peers with college-educated parents. A key challenge for institutions of higher education (IHE) is to develop effective policies, programs, and resources that support college completion among first generation college students. First-generation students are far from a homogenous group. Rather, they exist on a spectrum of familial experiences with higher education. For instance, important differences may exist between students who have a parent who did not complete high school and those that have some college, or even postsecondary graduate education experience. Students’ familiarity with higher education institutions and processes, as well as their social networks and family resources greatly influences first-generation college students’ success in college. Yet, typically, first-generation college students are broadly defined as students whose parents did not earn a college degree. This definition fails to acknowledge potentially meaningful differences in student backgrounds. Moving forward, developing definitions for first-generation college students that more clearly describe their parents’ educational backgrounds holds promise for improving higher education institutions’ abilities to better align their support efforts with student needs. This study takes first steps to explore the application of alternative ways of defining first-generation college students, as well as understanding how IHEs currently identify first-generation college students at the point of admissions and track students once they matriculate. Specifically, in this dissertation I developed a typology of possible definitions for identifying first-generation college students. Subsequently, I conducted a national survey of public, four-year, baccalaureate degree-granting IHEs where I applied this typology to better understand institutional policies and practices for identifying and tracking first-generation college students. The study’s findings show that IHEs tend to adopt one of two general definitions for first-generation college student. The first definition does not take into account whether or not students’ parents participated in higher education, while the second lumps together students with and without parents with any exposure to college, but without a college degree. The processes and IHE administrative offices used to track first-generation college students from matriculation to graduation is institutional specific and not uniform across IHEs. The analysis shows that many IHEs are trying to identify and support first-generation college students. However, differences in definitions used by institutions poses challenges for the field, at large, in its efforts to understand the needs of this group of students, as well as makes it difficult for institutions to align supports and services with student needs. Taken together, this exploratory study raises important questions for policymakers and educational leaders who are interested in expanding college access and success for first-generation college students.

No description available.

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.

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.