The goal of this study was to provide insight into the experiences of first-generation students by learning how the participating
group of first-generation students viewed their leadership identity development and what factors had the biggest influence on that
development. This was a qualitative study that used the Leadership Identity Development model (Komives, Owen, Longerbeam, Mainella, &
Osteen, 2005) and the Input-Environment-Outcome model (Astin, 1984) to inform its’ conceptual model. Fifteen first-generation students, who
had taken at least one leadership education course, participated in the study. Findings from the study aligned with current research on
first-generation students and leadership identity development. The factors that had the greatest influence on the first-generation student
experience were parental involvement, high school expectations, the influence of mentors or diverse peers, and the knowledge of how to get
involved in engagement activities. Students also shared feelings about the negative consequences of being a first-generation student,
including the fact that their parents often don’t understand their experience, they often experience financial struggles, and feel pressure
to succeed. Some students, though, derived motivation from their first-generation student status. In addition to factors that influence a
student’s first-generation student experience, the study revealed three factors that exhibited the greatest impact on a student’s leadership
identity development. These factors were whether a student initially enrolled in leadership education out of an interest in leadership, the
number of leadership classes a participant had taken, and whether or not a student was involved in engagement activities. The study
furthermore revealed that both leadership education and participation in engagement activities were influential in participants’ leadership
identity development. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial
fulfillment of the requirements for the degree of Doctor of Education. / Fall Semester 2017. / November 6, 2017. / first-generation, identity, leadership / Includes bibliographical references. / Kathy L. Guthrie, Professor Directing Dissertation; Gerald Ferris, University Representative; Tamara
Bertrand Jones, Committee Member; Robert A. Schwartz, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_605005 |
| Contributors | Piotrowski, Alishia Hendels (author), Guthrie, Kathy L. (professor directing dissertation), Ferris, Gerald R. (university representative), Jones, Tamara Bertrand (committee member), Schwartz, Robert A. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Leadership and Policy Studies (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (152 pages), computer, application/pdf |
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