Taylor University Pillars at Taylor University Master of Arts in Higher Education (MAHE) Theses Graduate Theses 2020 The Academic Challenges of First-Generation College Students Within a Four-Year Institution Maribel Magallanes Follow this and additional works at: https://pillars.taylor.edu/mahe Part of the Higher Education Commons Recommended Citation Magallanes, Maribel, "The Academic Challenges of First-Generation College Students Within a Four-Year Institution" (2020). Master of Arts in Higher Education (MAHE) Theses. 169. https://pillars.taylor.edu/mahe/169 This Thesis is brought to you for free and open access by the Graduate Theses at Pillars at Taylor University. It has been accepted for inclusion in Master of Arts in Higher Education (MAHE) Theses by an authorized administrator of Pillars at Taylor University. For more information, please contact pillars@taylor.edu. THE ACADEMIC CHALLENGES OF FIRST-GENERATION COLLEGE STUDENTS WITHIN A FOUR-YEAR INSTITUTION _______________________ A thesis Presented to The School of Social Sciences, Education & Business Department of Higher Education and Student Development Taylor University Upland, Indiana ______________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts in Higher Education and Student Development _______________________ by Maribel Magallanes May 2020 ! Maribel Magallanes 2020 Higher Education and Student Development Taylor University Upland, Indiana CERTIFICATE OF APPROVAL _________________________ !"#$%&'# $(%#)# _________________________ This is to certify that the Thesis of Maribel Magallanes entitled The Academic Challenges of First-Generation College Students Within a Four-Year Institution has been approved by the Examining Committee for the thesis requirement for the Master of Arts degree in Higher Education and Student Development May 2020 __________________________ _____________________________ Kimberly Case, Ph.D. Date Drew Moser, Ph.D. Date Thesis Supervisor Member, Thesis Hearing Committee _____________________________ Kelly Yordy, Ph.D. Date Member, Thesis Hearing Committee ______________________________ Tim Herrmann, Ph.D. Date Director, M.A. in Higher Education and Student Development iii Abstract Existing literature affirms an increase of first-generation college students (FGCS) attending a four-year institution and their lack of academic preparation to graduate on time. The purpose of this study was to better understand the academic challenges FGCS experience in a four-year institution and how those challenges contribute to their overall academic experience. To capture the unique experiences and academic challenges of FGCS, the study engaged in a qualitative narrative research design. The study involved one-on-one interviews with FGCS attending a four-year institution. Written biographies and a number of common themes that contributed to understanding the academic challenges of FGCS are acknowledged. The results of the study revealed factors that contribute to academi* *+,--./0.1 2/ 345#' lives. The increase of schoolwork causes FGCS to struggle with time-management. In addition, the lack of financial resources causes stress among FGCS and distracts them from working effectively on their schoolwork. Family support in the lives of FGCS is crucial for their emotional stability. The absence of family in college leads FGCS to lean on their friends as their new source of emotional support during college. Several FGCS feel academically prepared to be in college. Despite the challenges FGCS face in college, many of them have a strong sense of determination to graduate. Ultimately, acknowledging FGCS' ,*,6.72* 189:00-.1 ,/6 understanding their experiences in college will help four-year institutions attend to the needs of these students and set them up for academic success. iv Acknowledgements !"##$%% &%'() *"%) +,-") ./+) 0-" +##-123&%/ &' 0-"4 3&5$6 i)(% about what you inspire others to do. -AnonymousAs a Latina, first-generation college student, a wife, and a mother of three kids, completing this thesis has been one of the most challenging but also rewarding things I have accomplished in life. I have learned through the process that, despite the obstacles I stumble through, with God, I am capable of so much more. To all the first-generation students going to college, I hope my accomplishment inspires you to dream big, work hard, and focus on your goal and not the obstacles that cross your path. You will succeed. God: You teach me to walk in faith; you are my helper, my right hand. My accomplishments I devote back to you. May this thesis be a testimony of your Word alive in me: I can do all things through Christ who strengthens me - Philippians 4:13 (NKJV) Dr. Gene Habecker: In 2013, you planted a seed in my life that has now flourished. You inspire me to dream big and you provided me with the opportunity to move forward with those dreams. Thank you! Mark Soderquist: You made it financially possible for me to return to grad school, finish my thesis, and be the f2918 2/ 7; <,72-; =28+ , !,18.9'1 >.09.. $+,/? ;@:A Manuel Rosado: )'7 09,8.<:- for your advice, support, and friendship. Thank you! v Kevin Gwin: You have been my mentor throughout college and my professional career. You are always looking out for me and showing you care. Thank you! Cecilia Macias: You taught me how to build bridges and become professional. You challenged me to always give it my best. Thank you! Felicia Case: You have taught me to love fiercely and care for students wellBto empower others by highlighting their cultural identity and strengths. Thank you! Christy Tello, Deiby Guzman, & Melissa Gomez: Thank you for being my spiritual mentors, praying for me, and reminding me to have Christ in the center of my life. MAHE Department: You taught me how to be a lifelong learner, a researcher, and walked alongside me throughout this journey, making sure I succeeded. Thank you! Kim Case: My thesis supervisor, you guided and encouraged me through this process. You worked hard alongside of me to make this thesis a reality. Thank you! Cohort XII: It was a joy to experience and finish this journey with you. Participants in this study: Thank you for trusting and sharing with me your stories. They now serve as a voice to enhance the experiences of first-generation students. Aimee Morales: Thank you for our lasting friendship and for editing my work. Victor Magallanes, Daniel Magallanes, & Leslie Magallanes: You are more than familyByou are my closest friends and my strongest personal support. I love you guys! Martina Magallanes: You are my right hand, my prayer warrior, caretaker, and motherly example. You always listen to me and give me advice. I love you, mommy. vi My beautiful children Yalitza J., Nathan S., & Alejandro: You kept me up long /20+81C ;@:'9. 8+. 9.,1@/ 7; 8+.121 process took 5 years longer to complete, and still you are my greatest joy and motivation in life. I love you. Diego Cornejo: My dearest husband, my best friend. You supported me through every step of the way. I couldn'8 +,D. 6@/. 8+21 =28+@:8 ;@:E I love you, baby. A final thanks to the one who always believed in me, was always there for me, and has sacrificed so much for me to be where I am today. I dedicate this thesis to you. My Daddy (Ponciano Magallanes) vii Table of Contents Abstract.............................................................................................................................. iii Acknowledgements............................................................................................................ iv Chapter 1 Introduction ........................................................................................................1 Characteristics of First-Generation College Students..............................................1 FGCS Limitations to Academic Success.................................................................2 Purpose of This Study..............................................................................................4 Chapter 2 Literature Review ...............................................................................................5 Common Struggles FGCS Face and the Impact on Their Academic Success.........5 Programs and Best Practices to Help FGCS Succeed Academically ......................9 Summary on Literature of FGCS...........................................................................17 Chapter 3 Methodology .....................................................................................................18 Research Design.....................................................................................................18 Context...................................................................................................................19 Sample and Methods..............................................................................................19 Data Analysis.........................................................................................................21 Benefits..................................................................................................................22 Chapter 4 Results...............................................................................................................23 Biographies............................................................................................................23 Common Themes...................................................................................................36 viii Summary on the Results of This Study .................................................................42 Chapter 5 Discussion .........................................................................................................44 Discussion..............................................................................................................44 Implications for Practice ........................................................................................49 Implications for Future Research...........................................................................54 Limitations.............................................................................................................55 Conclusion .............................................................................................................56 References..........................................................................................................................58 Appendix A: Interview Questions .....................................................................................64 Appendix B: Informed Consent.........................................................................................65 ix List of Tables Table 1. Demographics of Study Participants................................................................... 19 1 Chapter 1 Introduction !Unless the LORD builds the house, the builders labor in vain. Unless the FG&> =,8*+.1 @D.9 8+. *28;C 8+. 0:,961 18,/6 =,8*+ 2/ D,2/EH Psalm 127:1 (NIV) Imagine being the first one in your entire family to have the privilege of going to college. Joy and pride arise from having the opportunity to be the first and make family proud. The end of senior year in high school is around the corner, and suddenly the struggle of the unknown college process brings feelings of confusion, fear, and despair. Would you even make it through college? The first semester of college begins, and the college expectations and the campus environment feel like a stranger entering through your door with new challenges that could destroy your once beautiful ambition to become 8+. <2918 2/ ;@:9 <,72-;'1 -2/. 8@ 09,6:,8. <9@7 *@--.0.E #:*+ 21 8+. 18@9; @< firstgeneration college students (FGCS). Characteristics of First-Generation College Students First-generation college students (FGCS) are defined as college students who are the first in their families to attend a four-year institution. Neither of their parents have earned a college degree, allowing the student to be the first in his or her family to earn a higher degree (Balemian & Feng, 2013; Bermeo, Engle, I G'J92./C KLLM; Engle, 2007; !*5@//.--C KLLLNE )/ ,66282@/CO8+. 8.97 Pfirst-0./.9,82@/' 27Q-2.1 the possibility that a student may lack the critical cultural capital necessary for college success because their 2 Q,9./81 626 /@8 ,88./6 *@--.0.H R5./8.9 for First-Generation Student Success, 2017, para. 5). As of 2015-2016, the Center for First-Generation Student Success (2018) reported that 56% of undergraduates nationally were first-generation college students (neither Q,9./8 +,6 , S,*+.-@9'1 6.09..NC ,/6 TUV @< 8+.1. 18:6./81 =.9. 8+. <2918 of their siblings to attend college. Currently, FGCS make up a third of college students. Among the third attending college, only 27% of these students graduate within four years (Whitford, 2018). Such demographics reflect an increase of FGCS attending a four-year institution. Furthermore, studies showed that the majority of FGCS who attend college more likely attend a two-year institution rather than a four-year institution (Berkner & Chavez, 1997; Engle, 2007). The majority of FGCS belong to ethnic minorities and are usually females. Furthermore, the most common minority groups among FGCS are African American and Latino (Aspelmeier, Love, McGill, Elliott, & Pierce, 2012; Bermeo et al., 2006; Lohfink & Paulsen, 2005; Strand, 2013). FGCS Limitations to Academic Success First-generation college students generally come from a lower socio-economic background (Berkner, & Chavez, 1997; Bermeo et al., 2006; Engle, 2007; Strand, 2013). As a result, the majority of these students lack some of the resources necessary for college success. Furthermore, many FGCS contend with the responsibility of parenthood while attending school and being full-time employees (Payne, 2007; Strand, 2013). First0./.9,82@/ *@--.0. 18:6./81' -,*? @< 9.1@:9*.1 S.<@9. ,/6 6:92/0 *@--.0. *+,--./0.1 8+.29 ability to succeed academically (Conley & Hamlin, 2009; Mehta, Newbold, & G'&@:9?.C 2011). Upon their arrival to college, FGCS are confronted with financial, social, and 3 emotional challenges that often hinder their ability to successfully obtain a college degree. Research indicates that FGCS lack family support to guide them through their process of entering college (Borrero, 2011; Engle, 2007). As a result, many FGCS struggle to understand the expectations of being a college student. Many FGCS are also less academically prepared than non-first-generation students. Their lack of academic preparation compared to non-first-generation college students is reflected in their lower standardized test score results and lower high school GPAs (Balemian & Feng, 2013; Borrero, 2011; Ramos-Sánchez & Nichols, 2007; Strand, 2013). The increased academic workload also becomes a stressful time-management challenge they must learn how to overcome (Conley & Hamlin, 2009). Such disadvantages challenge FGCS to succeed in their academic studies. FGCS also encounter social and financial challenges that limit their involvement in campus and further affect their studies (Borrero, 2011; Engle, 2007; Payne, 2007). A lack of financial resources works to the disadvantage of FGCS and adds to their academic concerns. Most of them have to spend the majority of their time working outside of classes to pay for their education and help their families be financially stabled. Work and other responsibilities limit their ability to study effectively for tests and their ability to be involved in college life (Conley & Hamlin, 2009; Payne, 2007). In addition, financial limitations have hindered many FGCS from reaching their goal of graduating from college. Some temporarily take a break from higher education to earn enough money for college and other life expenses. Others have no choice but to drop out and work full-time to support their families (Payne, 2007; U.S. Department of Education, 1997). Without 4 support from their institutions, obstacles -2?. 8+.1. =2-- 6.*9.,1. 345#' 9.8./82@/ 9,8.1 and hinder their academic success (Engle, 2007; Soria & Stableton, 2012; Strand, 2013). Purpose of This Study Leaders of colleges and universities are concerned for the well-being and academic success of all students. In response to the unique needs of FGCS, many institutions develop first-generation programs and intentional strategies to provide better support for this group of college learners (Engle, 2007; Strand, 2013). To assist colleges and universities to better serve FGCS, this study sought to identify some of the key challenges of this group of college students. Specifically, this study investigated the factors that contribute to the academic challenges of FGCS in a four-year institution, what those academic challenges are, and how those challenges impact the overall college experience of students. This study sought to address these concerns through an .W,72/,82@/ @< 8+. -28.9,8:9. @/ 345#' ,*,6.72* 189:00-.1 ,/6 S.18 Q9,*82*.1 :1.6 8@ promote academic success among these students. Furthermore, the study utilized a X:,-28,82D. /,99,82D. 9.1.,9*+ 6.120/ 8+,8 =2-- 18:6; 2/ 6.Q8+ 8+. 345#' ,*,6.72* challenges and experiences. Ultimately, the purpose of this study was to find the key to the academic success of FGCS. The study was guided by the following research questions: 1. What academic challenges do first-generation college students face at a four-year institution? 2. How do these academic challenges impact the overall academic experience of first-generation college students at a four-year institution? 5 Chapter 2 Literature Review Research studies indicate that first-generation college students (FGCS) face many challenges before and after entering college. More recently, an increasing number of studies on strategies and best practices are available to support first-generation students. However, it is important to note a large gap of literature on White FGCS' .WQ.92./*.1E The majority of existing literature is focused on FGCS with a racial minority background. This review of the literature focuses on common struggles of FGCS as well as best practices institutions can apply to help students succeed academically. Common Struggles FGCS Face and the Impact on Their Academic Success Academic struggles. Prior research indicates that FGCS struggle to succeed academically. Payne (2007) found that, for FGCS, attending college is usually a step outside of their comfort zone. The first academic challenge many FGCS face in their transition to college is a lack of tangible resources. For example, all FGCS female Q,982*2Q,/81 2/ 5@/-.; ,/6 (,7-2/'1 RKLLUN 18:6; 2/62*,8.6 8+.; 626 /@8 +,D. ,**.11 8@ , computer at home to do homework. Finding a ride to school or the library was also a common issue. Despite these challenges, students never spoke about their lack of resources or asked for help to the university (Conley & Hamlin, 2009). A number of FGCS also lack time management skills, and they struggle to balance their time between their academic studies and work. Studies have found that 6 FGCS generally work 20 or more hours per week (Conley & Hamlin, 2009; McConnell, KLLLNE 5@/-.; ,/6 (,7-2/'1 RKLLUN 18:6; <@:/6 8+,8 345# -,*? 827. 7,/,0.7./8 1?2--1 to balance studies with their responsibilities of work. Regardless of their struggle to balance a time for work and a time for their academic studies, many FGCS expressed feelings of being privileged to even be in college (Conley & Hamlin, 2009). Furthermore, studies indicated that many FGCS with a low socio-economic background attend under-performing high schools (Borrero, 2011; Engle, 2007; Strand, 2013). By the time they reach college, their poor education results in them being less academically prepared to succeed in college (Engle, 2007). First-generation college 18:6./81' +20+ 1*+@@- 4Y" ,/6 18,/6,962Z.d test scores have been found to be lower than non-first-generation students (Balemian & Feng, 2013; Chen, 2005; Engle, 2007; Lohfink & Paulson, 2005; Payne, 2007; Ramos-Sánchez & Nichols, 2007; Strand, 2013). In addition, FGCS also report lower math and reading skills within their college admissions tests (Payne, 2007). J@99.9@'1 RKL[[N 18:6; 9.D.,-.6 8+,8 345# <.,9 S.2/0 :/,S-. 8@ 1:**..6 2/ college due to a lack of academic preparation. Regardless of this fear, the eight firstgeneration Latino student participants in the study exhibited a determination to make a difference within their community and their family. Specific counselors and family members in their lives who kept them motivated to graduate from high school and to pursue a college degree (Borrero, 2011). In general, low academic preparation and an increased academic workload in college situates FGCS to be at risk to succeed academically. Lack of time management skills, such as struggling to manage their time working and studying, also hinders their 7 ability to succeed academically in college (Payne, 2007; Strand, 2013). These factors have contributed to an increase in the college dropout rate for FGCS, making it a major *@/*.9/ <@9 8@6,;'1 *@--.0.1 ,/6 :/2D.91282.1 RJ,-.72,/C I 3./0C KL[\] #@92, I Stableton, 2012; Strand, 2013). Financial barriers. A lack of financial resources is the most common challenge FGCS face that impact their overall academic studies in college. Because most FGCS come from low socio-economic backgrounds, these students are continuously in a tight financial situation, making it difficult to pay for college. Financial aid is what allows most of these FGCS to attend and graduate from college. (Balemian & Feng, 2013; Borrero, 2011; Engle, 2007; Payne, 2007; Strand, 2013). Frequently, these financial limitations affect the retention rates of FGCS. Not knowing how to pay for tuition produces anxiety, fear, and worries within the st:6./81' lives, making it difficult for FGCS to concentrate on their academic studies (Potter, Jayne, & Britt, 2020). First-generation college students unable to pay for tuition are often forced to drop out of college. Consequently, financial limitations have shown to increase FGCS drop-out rates (Payne, 2007; Soria & Stableton, 2012; Strand, 2013). Being able to help their family financially in the future and make a name for their family has been found to motivate FGCS to persist in college. By contrast, non-firstgeneration students are most likely to attend college to live on their own and away from their parents (Aspelmeier et al.C KL[KNE $+.1. <2/,/*2,- *+,--./0.1 @D.9,-- 27Q,*8 345#' academic experience and ultimately their prospects of graduating from college. Social struggles. Research also indicates many FGCS experience social challenges that interfere with their academic success in college. For instance, some 8 FGCS lack family guidance before and during college. Even though their relatives may have attempted to go to college, they were unsuccessful. Lack of knowledge on the @D.9,-- +20+.9 .6:*,82@/ Q9@*.11 -27281 8+.29 <,72-;'1 ,S2-28; 8@ =,-? 8+.7 8+9@:0+ 8+. college process (Borrero, 2011; Engle, 2007). Furthermore, some FGCS never receive assistance from their high school guidance counselors. Their lack of guidance support in the college-going process leaves them with no college expectations and unclear educational goals. These social challenges make it difficult for FGCS to adjust to the college environment and limits their pursuit of a career most fitting to their personality and dreams (Engle, 2007; Payne, 2007; Rosas & Hamrick, 2002). Most FGCS live off campus, making it more difficult for them to actively engage with their campus and extracurricular activities (Aspelmeier et al., 2012). Furthermore, their engagement with collegiate peers and faculty is rare (Payne, 2007). In Conley and (,7-2/'1 RKLLUN 18:6;C <@:9 @< 8+. <2D. 345# Q,982*2Q,/81 =.9. /@8 2/D@-D.6 2/ extracurricular activities due to outside commitments at home and with work. The disconnection FGCS experience of being away from their campus community and activities also impacts their adjustment to the college environment. Ultimately, research suggests that poor adjust7./8 2/ *@--.0. *,/ +2/6.9 18:6./81' ,*,6.72* 1:**.11 S; increasing FGCS drop-out rates (Aspelmeier et al., 2012). Emotional challenges. First-generation students often experience mixed feelings when they decide to go to college. According to Conley and Hamlin (2009), FGCS'1 89,/1282@/ 2/8@ *@--.0. 7.,/1 8+.; -.,D. +@7. <@9 8+. :/?/@=/ ,/6 O./8.9 ,/ ,-2./ physical and social environment that they, their family, and their peers have never 9 .WQ.92./*.6H RQE 48). Their transition to an unknown world results in fear of being unsuccessful in college (Conley & Hamlin, 2009; Rosas & Hamrick, 2002). J@99.9@'1 RKL[[N 18:6; 2/62*,8.6 345# .WQ.92./*. 8+. 8./12@/ @< =,/82/0 8@ make the family proud but not wanting to leave home. For these students, college is the opportunity to give back to their parents and make them proud (Borrero, 2011; Rosas & Hamrick, 2002NE 3@9 .W,7Q-.C 2/ >.7.892@:'1 RKLL^N 18:6;C _,8,1+,C , <2918-generation 18:6./8C 82.1 +.9 .7@82@/,- *@--.0. 189:00-.1 =28+ +.9 <,72-;'1 .WQ.*8,82@/1E (.9 biggest <.,9 9.D@-D.6 ,9@:/6 <,2-2/0 +.9 <,72-;'1 .WQ.*8,82@/ @< 1..2/0 +.9 1:**..6 2/ *@--.0. (Demetriou, 2007). First-0./.9,82@/ *@--.0. 18:6./81 7,; ,-1@ .WQ.92./*. 0:2-8 <@9 8+.29 <,72-;'1 inability to receive a higher degree (Wiggins, 2011). Housel'1 RKL[KN 18:6; 2/62*,8.d FGCS fear that behaving in a new professional manner will make them come across as ,99@0,/8 2/ 8+.29 <,72-;'1 .;.1E $+21 <.,9 @<8./ 6.D.-@Q1 2/8@ 0:2-8 =+./ 345# 9.8:9/ from college and begin to dress, communicate, and carry themselves differently from the rest of their family members (Engle, 2007; Housel, 2012; Rosas & Hamrick, 2002). In a study by Wiggins (2011), other FGCS struggled with guilt for pursuing a higher degree =+2-. S.2/0 *@/1*2@:1 @< 8+.29 <,72-;'1 189:00-.1 8@ 1:rvive on a day-to-day basis. These types of emotional struggles disconnect many FGCS from the rest of their campus and make it difficult for them to establish the professional and academic appearance in and outside of college. Programs and Best Practices to Help FGCS Succeed Academically `/2D.91282.1 ,/6 *@--.0.1 ,9. S.*@72/0 <,72-2,9 =28+ 345#'1 189:00-.1 8+,8 impact their academic success in a higher education. As a result, the schools are 10 implementing first-generation programs and strategies to provide additional support to these students (Balemian & Feng, 2013; Engle, 2007; Strand, 2013). Best practices to support FGCS include first-generation programs, assessment testing, mentoring opportunities, educating faculty on FGCS struggles, and social justice curriculum for FGCS (Conley & Hamlin, 2009; Strand, 2013). Overall, institutions desiring to see their FGCS succeed academically should seek to implement first-generation programs and establish FGCS best practices within their institution. First-generation programs. Many universities have added a first-generation program to their student affairs department. The purpose of first-generation programs is to help FGCS before and during college (Balemian & Feng, 2013; Engle, 2007; Strand, 2013; Whitford, 2018). First-generation programs generally provide mentoring opportunities to FGCS and their parents, as well as special training for the faculty and staff who work with these students on a daily basis. The schools also focus their programs on assisting FGCS with their college application process and professional resumes and helping them grow in other professional activities (Engle, 2007; Strand, 2013; Whitford, 2018). Several colleges and universities, such as Chapman University (2020), provide FGCS with opportunities to participate in first-generation events, study sessions, and social outings to help them develop holistically and succeed in college. Housel (2012) indicated that social outings for FGCS are helpful to introduce them to new college experiences. Creating events for FGCS can help them learn professional expectations such as what to do in a formal dinner and what to expect from job interviews (Housel, 11 2012). Providing various resources within a first-generation program ultimately helps FGCS grow professionally and succeed academically. Some universities provide special websites highlighting their first-generation program. On these websites, students and their parents learn about available resources and how to navigate the college process. For example, Chapman `/2D.9128;'1 RKLKL) website introduces FGCS to the new student orientation, provides information on available campus resources, and gives tips on time management and keeping a balance between academics, family, and social outings. Making this resource available to FGCS online initiates a successful college journey for these students. Another example is the University of North Carolina Chapel Hill (2020) firstgeneration program, Carolina First. About 20% of their undergraduate student population are first-generation students. The program seeks to accept and orient FGCS through the college experience (University of North Carolina Chapel Hill, 2020). This program also provides mentorship opportunities for FGCS. During graduation, all FGCS have the opportunity to demonstrate pride in their success by wearing a special OfirstH pin on their gown. Students involved with the Carolina First program have also expressed deep appreciation for the program (University of North Carolina Chapel Hill, 2020). Honoring FGCS for their success as the Carolina First program does is a best practice other universities and colleges could implement within their first-generation program. Other universities have seen the financial struggles FGCS experience and have centered their first-generation programs on meeting those needs through the provision of scholarships (Engle, 20007; Strand, 2013). For example, Missouri Baptist University (2020) has the Excel First-Generation Initiative scholarship. Each first-generation 12 recipient is required to have a 3.0 GPA or higher and an ACT score of 20 or higher in order to receive a $13,000 minimum award per year. Texas Christian University (2020) offers the Community Scholars Program to urban minority students, many of whom are FGCS. Full tuition is provided to 30 FGCS from low-income backgrounds (Texas Christian University, 2020). These types of scholarship programs initiated by universities help increase FGCS college enrollment as well as their retention rates in college. Partnering with outside first-generation programs. Partnering with established first-generation programs outside of the institution is also a best practice to support first-generation students (Balemian & Feng, 2013; Engle, 2007). For example, more than 25% of Kansas State University'1 student population are first-generation students with a low-income background. These students currently benefit from scholarships provided by the First Scholars program (Dandaneau, 2014). In 2013, the First Scholars program awarded the university $850,000 for scholarships directed towards their FGCS. In 2014, an additional $62,500 award was given by the same program to support more FGCS. Each year, new recipients are given a scholarship from this program (Dandaneau, 2014). The First Scholars program allows Kansas State University to connect their freshmen with the campus, optimize the college experience for their sophomores, expand career opportunities for their juniors, and help their seniors to transition into the future successfully (Kansas State University, 2020). The First Scholars program is operating successfully in many other universities, such as the University of Kentucky, the University of Alabama, and Washington State University. Overall, the First Scholars 13 program is improving graduation rates among FGCS through the multiple resources they provide to FGCS in college (The Suder Foundaton, 2020). A partnership with the Walmart Foundation is another way to increase financial support for FGCS (Doubleday, 2013; Lipka, 2010; Strand, 2013). Margaret A. McKenna, president of the Walmart Foundation and a former FGCS at Lesley University, saw the need to provide financial assistance to FGCS. As a result, she gave $10 million to colleges to help them increase the FGCS retention rates. About $5.3 million went to the Council of Independent Colleges to assists 20 FGCS yearly, and $4.2 million was given to the Institute for Higher Education Policy. In addition, the Walmart Foundation has a website of its own with various advising tips to strengthen first-generation programs. The Walmart Foundation goal is to eliminate the financial barriers many FGCS face in college and see more of them earn a post-secondary degree (Doubleday, 2013; Lipka, 2010; Strand, 2013). Programs like the First Scholars, Talent Search, the Student Support Service, McNair Scholars, the Gear Up, and the TRIO programs also focus on helping FGCS within universities. The federal government funds these programs to help universities provide a variety of resources to FGCS and improve their retention rates (Balemian & Feng, 2013; Engle, 2007; The Suder Foundation, 2020). Mentoring opportunities. An additional best practice revolves around the idea of providing FGCS with mentorship opportunities. Reid and Moore (2008) indicated that FGCS do not have family members they can ask questions of regarding college assignments or expectations. A peer to peer and/or faculty/staff program is a resource 14 FGCS can use to find answers to their questions in college (Balemian & Feng, 2013; Garrison & Gardner, 2012; Housel, 2012; McConnell, 2000; Strand, 2013). According to Housel (2012), peer-to-peer mentoring works best because it allows 345# 8@ <..- -.11 2/827,8.6 8@ ,1? X:.182@/1E 4,9921@/ ,/6 4,96/.9'1 RKL[KN 18:6; however, also echoed the importance of providing faculty/staff mentorship programs to FGCS. An example of a good faculty/staff mentorship program is found at Chapman University (2020) with their Promising Futures Program. Within this program, university faculty and staff members partner with FGCS for a mentoring course. Students in the program are required to maintain contact with their mentors on a regular basis and use them as a resource to succeed academically in college (Chapman University, 2020). Many studies suggest that mentoring FGCS family members on the college admission process can also help provide additional support services to these students and enhance their development in college (Bermeo et al., 2006; Engle, 2007; Garrison & Gardner, 2012; Strand, 2013). Chapman `/2D.9128;'1 RKLKL) FGCS website provides mentoring opportunities to FGCS parents. This website includes advising tips that help 345#' Q,9./81 +,D. , 09.,8.9 :/6.918,/62/0 @/ +@= 8+.; *,/ 1:QQ@98 8+.29 *+2-6 =+2-. 2/ college (Chapman University, 2020). Overall, providing peer-to-peer or faculty/staff mentorship opportunities to FGCS and their parents can enhance FGCS resources to succeed academically in college (Bermeo et al., 2006; Engle, 2007). Educating faculty on FGCS struggles. Training faculty on FGCS common 189:00-.1 ,/6 8+.29 2/1828:82@/'1 1:QQ@98 1;18.71 21 ,/@8+.9 =,; 8@ 2/*9.,1. 345# ,**.11 and awareness to the resources available on campus (Bermeo et al., 2006; Garrison & Gardner, 2012). Specific campus resources in which faculty and staff can be trained 15 include financial aid, campus employment, tutoring services, and counseling services. Often, the only way FGCS have access to any of these campus resources is through their academic advisors (Bermeo et al., 2006). According to Cannon (2013), academic ,6D21@91 ,9. ./*@:9,0.6 8@ :1. 2/89:12D. ,6D212/0C , <@97 @< ./+,/*2/0 O8+. ,6D212/0 9.-,82@/1+2Q =+2-. ,-1@ ./*@:9,02/0 18:6./8 9.1Q@/12S2-28; ,/6 Q,982*2Q,82@/EH (para. 1). %6:*,82/0 8+. :/2D.9128;'1 <,*:-8; ,/6 18,<< 8@ Q9@D26. 2/89:12ve advising to FGCS not only makes campus resources available to these students but also encourages and enhances academic success in college ((Bermeo et al., 2006; Payne, 2007). Inventory assessments. 4,9921@/ ,/6 4,96/.9'1 (2012) study found that providing inventory assessments for FGCSs at the beginning of their college experience can potentially help them perform better throughout their years in college. These forms of assessment allow FGCS to gain awareness of their personal strengths and assets and to use these to their advantage in leadership developments and academic courses. The Strengths Finder and the Enneagram Test are examples of assessments FGCS can take to help them recognize their personal strengths, assets, and leadership abilities. Gaining personal knowledge of leadership abilities and strengths encourages students to work harder, practice leadership skills, and be successful in college (Garrison & Gardner, 2012). Engagement with social and cultural capital. An additional best practice to support FGCS in their academic pursuits is to leverage social and cultural capital. Carolan-#2-D,'1 RKL[KN 18:6; <@:/6 8+,8 18:6./81 /..6 ,**.11 8@ 8+.29 1*+@@-'1 1@*2,- ,/6 cultural capital in order to engage with their campus and succeed academically. CarolanSilva (2012) noted, O(20+-achieving students benefit from resources they acquire from 16 peers in advanced classes, individual relationships with teachers and counselors, connections with college admissions counselors and participation in college preparation Q9@09,71H RQE KNE Most of the resources students can gain through social capital include support for their college application process, assistance with coursework, and increased knowledge of pro-academic and college-going norms. In the same way, students who have access to cultural capital acquire skills such as English language skills, individual motivation, leadership skills, and participation in extracurricular activities (Carolan-Silva, KL[KNE )< 1@*2,- ,/6 *:-8:9,- *,Q28,- ./+,/*.1 18:6./81' ,S2-28; 8@ 1:**..6 2/ *@--.0.C 8+./ increasing access to these forms of capital will help to increase the academic success of FGCS in higher education. Developing a justice learning curriculum for FGCS. The Conley and Hamlin (2009) research study promoted a justice-learning curriculum as a way to increase academic success and engagement among FGCS. Conley and Hamlin (2009) interviewed five FGCS females of color enrolled in a justice-learning course. The course emphasized community service learning as a form of gaining respect, personal civic engagement, and 1@*2,- ,=,9./.11E J; 8+. ./6 @< 8+. *@:91.C 8+. 18:6./81' Q.91Q.*82D. @/ 1@*2,- a:182*.1 and issues of equity had changed. Lena, one of the <.7,-.1 2/8.9D2.=.6C 18,8.6COMy personal awareness changed from being one of those individuals who stood back and =,8*+.6 8+2/01 +,QQ./C 8@ ,/ .6:*,8.6 2/62D26:,- 6.8.972/.6 8@ 7,?. , *+,/0.H R5@/-.; & Hamlin, 2009, p. 56). Soon, she became actively engaged in her campus and improved her academics. Ultimately, this type of course allows students to engage with power, privilege, and difference, which then leads them to reframe their dreams, believe in themselves, and 17 take the opportunity to take power and make a difference (Conley & Hamlin, 2009). This study showed 8+,8 ./0,02/0 345# 2/ 1:*+ <@971 @< *:992*:-:7 *,/ +.-Q 8+.7 O<@18.9 1@*2,- ,=,9./.11 ,/6 *@77287./8H 8@ 8+.29 *,7Q:1 ,/6 *@77:/28; R5@/-.; I (,7-2/C 2009, p. 48). The social justice course is, therefore, a way to help FGCS acknowledge the privilege and power they hold to make a difference in their communities. Summary on Literature of FGCS It is no longer enough to just get FGCS through the doors of a four-year university; more support systems and resources are necessary to help meet the needs of these students. Prior research has demonstrated that these students face many challenges before and during their college years. The lack of social, financial, and academic support FGCS face contribute to their failure to persist in college. These challenges affect FGCS'1 academic experiences and also decrease their retention (Mehta et al., 2011). Developing first-generation programs that incorporate financial assistance, mentoring opportunities, and awareness on available campus resources can make the difference for many FGCS and their experience in college (Engle, 2007; Strand, 2013; Whitford, 2018). Intentional implementation of first-generation programs and strategies could help FGCS succeed and increase their retention rates in college. Therefore, this study focused on identifying academic challenges FGCS may face at a four-year institution and contributes to the growing body of literature on different means of supporting this group of college learners. 18 Chapter 3 Methodology Research Design This study utilized a qualitative method with a narrative research design to answer these questions: OWhat academic challenges do first-generation college students (FGCS) face at a four-;.,9 2/1828:82@/bH ,/6 O(@= 6@ 8+.1. ,*,6.72* *+,--./0.1 27Q,*8 8+. overall academic experience of FGCS at a four-;.,9 2/1828:82@/bH The highlighted /,99,82D. 9.1.,9*+ 6.120/ 21 , =9288./ S2@09,Q+; @< 345#' ,*,6.72* .WQ.92./*.1E Narrative research uses 2/62D26:,-1' stories to identify and understand the past, present, and future experiences of these individuals within an educational setting (Creswell, KLLcNE &.8.--2/0 2/62D26:,-1' 18@92.1 ,/6 +20+-20+82/0 1Q.*2<2* 8+.7.1 8+,8 *@/82/:@:1-; emerged through each story was :1.6 8@ S.88.9 :/6.918,/6 8+.1. 2/62D26:,-1' .WQ.92./*.1E This study sought to better understand the overall challenges FGCS encounter in college. Using a biography narrative research design allowed FGCS to express and identify the academic college experiences they faced through their own stories (Creswell, 2008). "**@962/0 8@ 59.1=.--C RKLLcNC 8+.@9.82*,- -./1.1 ,9. O, 0:262/0 Q.91Q.*82D. @9 26.@-@0; 8+,8 Q9@D26.1 189:*8:9. <@9 ,6D@*,82/0 <@9 09@:Q1 @9 2/62D26:,-1H RQE T15). Narrative research designs use theoretical lenses within a written report to advocate for groups being represented by interviewed individuals. Therefore, theoretical lenses were used through a written biography of each participant to advocate and provide a voice for 19 FGCS and their academic experiences in college. Ultimately, this design provides a holistic approach and better understanding of the academic challenges students face before and after college through the individual stories and experiences they each offered (Creswell, 2008). Context The research study was conducted in a small private faith-based liberal arts university in the Midwest that has predominantly white students. The institution has a population of approximately 2,000 residential students. The institution's undergraduate student body as of 2019 consisted of 16.2% ethnic minorities and about 83.8% White (S. Dayton, personal communication, May 4, 2020). The institution currently does not have any data on the percentage of students identified as first-generation. Sample and Methods Participants. This study explored the different academic challenges FGCS experienced in a predominantly white institution. Nine first-generation students participated in a one-on-one interview process. The student sample consisted of students between the ages of 18-24, all of whom were undergraduate students. Table 1 Demographics of Study Participants !"#$%& #%%' (%)*"+ #%&*!!" ,*-./0 1*%2/ &%!&*% &"$0" "*#%% %.3+*-*.( !"#$% &"#'%(% )*+,%(% -%.#/0' -%.#/0' -%.#/0' -%.#/0' !"#$% -%.#/0' "2% 12 13 13 34 12 35 11 34 12 (%"0 6*'#7+ 6*'#7+ 8+%(",%' 8+%(",%' 97:"7,7+% 8+%(",%' 9%'#7+ 8+%(",%' 97:"7,7+% 2%+1%0 -0;% 8%,0;% -0;% 8%,0;% -0;% -0;% 8%,0;% 8%,0;% 8%,0;% 20 To maintain anonymity for all nine FGCS participants, the following pseudonyms were used: Samuel, Meek, Yeqian, Melissa, Victor, Diego, Leslie, Laura, and Aimee. Procedure and instruments. This study followed a one-on-one interview procedure, which is common within a narrative research study (Creswell, 2008). Nine students each participated in a one-on-one interview that took place within a conference room on campus. The study utilized convenience sampling. A general invitation was sent through campus announcements, inviting students who fit the criteria of being a firstgeneration studentBthe first in their family to attend collegeBto participate in an interview for the study. The first nine FGCS students who responded were included in the study. At the beginning of the interview, participants completed a consent form. This form provided participants with information on their rights and the confidentiality terms of the study (see Appendix A). In order to maintain the narrative design and for .,*+ Q,982*2Q,/8'1 D@2*. to be heard throughout, a wide 9,/0. @< .,*+ Q,982*2Q,/8'1 X:@8.1 was used in the analysis and reporting sections of this studyE "662/0 Q,982*2Q,/81' X:@8.1 :-827,8.-; +.-Q.6 8@ 02D. voice to their personal experiences as FGCS. In addition, collaboration with each participant existed throughout the interview process. For example, probes and active listening skills, such as rephrasing, were used during the interview process in order to make s:9. .,*+ Q,982*2Q,/8'1 .WQ.92./*. =,1 <:--; :/6.918@@6E $+21 <@97 @< *@--,S@9,82@/ increased credibility and validity throughout the process. The length of each interview ranged from 15 to 25 minutes. During the interviews, participants were asked opened-ended questions (see Appendix B). Using open ended questions allowed each participant to tell a story that ultimately identified 21 their academic challenges in college (Creswell, 2008). Participants were also asked demographic questions to identify their age, gender, grade, and ethnicity. To maintain confidentiality, the researcher personally recorded and transcribed each interview. This information was kept confidential in 8+. 9.1.,9*+.9'1 passwordprotected computer. Most importantly, before collecting data, the researcher made sure that the methods of this study received IRB approval. Data Analysis " <2/,- S2@09,Q+; @/ .,*+ Q,982*2Q,/8 =,1 =9288./ 8@ +20+-20+8 8+. 2/62D26:,-'1 Q.91@/,- ,*,6.72* .WQ.92./*.E 59.1=.--'1 RKLLcN 8+9.. 18,0. Q9@*.11 <@9 /,99,82D. 9.1.,9*+ 6.120/1 =,1 :1.6 2/ 8+21 18:6;E $@ 89,/1*92S. .,*+ Q,982*2Q,/8'1 storiesBknown within a narrative research design as field textBraw data was collected through an audio recorder in the interview process. Key elements of each story such as the time, place, Q-@8C ,/6 1*./. =.9. +20+-20+8.6 =28+2/ , <2918 *@-:7/ 8@ 9.8.-- .,*+ Q,982*2Q,/8'1 story. A second process followed as the researcher re-transcribed the raw data by identifying additional key elements within each story such as setting, characters, feelings, actions, problem, and resolution within a second column. Finally, in a third column, the researcher organized the key elements into a sequence that helped in retelling each Q,982*2Q,/8'1 18@9; 2/ , =9288./ S2@09,Q+; R59.1=.--C KLLcNE In addition, a final report was written analyzing the common themes found within the stories of all nine participants. The interviews were analyzed in five different *,8.0@92.1d 5@--.0. %/89; %WQ.92./*.1 @< 345#C 345#' F.D.- @< "*,6.72* Y9.Q,9,82@/ for College, Academic Challenges Experienced in College, Lack of Resources, and Additional Challenges Tha8 )7Q,*8 345#' "*,6.72* #:**.11E "<8.9 9.8.--2/0 .,*+ 22 Q,982*2Q,/8'1 18@92.1C 9.@**:992/0 8+.7.1 =28+2/ .,*+ @< 8+.1. *,8.0@92.1 2/ 8+. Q,982*2Q,/81' 18@92.1 =.9. 8,?./ 2/8@ *@/126.9,82@/ 2< 8+.; emerged in two or more individual stories. Ultimately, by identifying the recurring themes found within the Q,982*2Q,/81' 18@92.1C 8+. D@2*.1 @< 345# ,9. +.,96 ,/6 8+. ,*,6.72* *+,--./0.1 ,/6 experiences they face are better understood (Creswell, 2008). Benefits The benefit of using a narrative research approach 21 8+,8 28 ,--@=1 ,/ 2/62D26:,-'1 story to be retold in a biography format, which helps to give a broader scope of the most common academic challenges seen among FGCS (Creswell, 2008). In addition, drawing from nine different interviews and identifying co77@/ 8+.7.1 =28+2/ 8+@1. 2/62D26:,-1' stories provided a general voice for FGCS' academic experiences. Ultimately, this methodology allowed the purpose of this study to be fulfilled by identifying the common academic challenges for FGCS and the impact on 8+.1. 18:6./81' academic experiences in college. 23 Chapter 4 Results The following chapter highlights the results from the conducted interviews. This 1.*82@/ 2/*-:6.1 , =9288./ S2@09,Q+; @< .,*+ Q,982*2Q,/8'1 Q.91@/,- ,*,6.72* .WQ.92./*.E To maintain anonymity for all participants, pseudonyms are used. Participants are referred to as Samuel, Meek, Yeqian, Melissa, Victor, Diego, Leslie, Laura, and Aimee. Common themes found throughout the interviews are also highlighted within this section. Those themes are divided into five sections to better understand first-generation college students' (FGCS) experiences in college. In addition, quotes are used to provide a space <@9 18:6./81' D@2*.1 8@ S. +.,96E The written biographies and the common themes identified in this study provide an understanding of the academic challenges FGCS face and how those challenges impact their academic experiences in college. Biographies Participant 1 (Samuel). The first participant identified as a white male, 20 years old, and a junior in college. #,7:.-'s biggest obstacle upon entering college was the lack of financial resources. Before college, he attended two high schools, both private. One of the high schools he attended was predominately white. As a result, he felt his high school prepared him in the social context for college. Samuel stated,Oe7; 2/1828:82@/f 21 predominantly white, and so I feel like my second high school really prepared me for 24 this, um even though it still =,1/g8 =+,8 ) =,1 .WQ.*82/0EH Samuel'1 7@8+.9 ,/6 8.,*+.91 were the biggest influencers for him to attend college. Samuel found college to be socially difficult in the beginning. The lack of social support negatively impacted his academics until he found friends. He noted that, after making friends,O28 9.,--; +.-Q.6 7. . . . allowing me to be 7@9. <@*:1.6 @/ 7; 18:62.1EH Samuel also struggled emotionally from not having his family nearby. When he did not do well in class, he felt OQ9.88; 621,QQ@2/8.6H with himself. Working in group settings was also an academic challenge for him; he described himself as O, Q.9<.*82@/218CH , O7:*+ 7@9. @< 6@ 28 ;@:91.-< ,/6 a:18 8@Q 8+9@:0+ 28H type of person. As a junior, he had already conducted an internship and a practicum within his field. Both experiences helped him understand the future areas within his field that he would enjoy working in and the ones he would not. He aspired to go to medical school, have a family, and do missionary work. Samuel believed tutoring services are very helpful and needed for FGCS. Participant 2 (Meek). Meek identified as a female 21-year old junior in college with a Chinese nationality. Meek struggled with lack of guidance, not knowing what to expect or do upon her entrance to college. Finding the right resources was also hard for her. Before college, she attended a public high school with a diverse student body. She felt that her high school prepared her with learning how to reach out to make friends. Her parents were her biggest motivators to attend college. She desired 8@ 7,?. +.9 Q,9./81' life struggles worth it by attending college. When asked about who motivated her to attend college, Meek responded, 25 ) 8+2/? a:18 7; Q,9./81C .D./ 8+@:0+ 8+.; 626/'8 ,88./6 *@--.0.C 8+,8 =,1 8+. biggest motivator for me because they came to this country so that I could receive higher education. And so that was, I just wanted to make their experiences and other struggles just worth it by going to college. In college, Meek indicated that she was having a good social experience because of the friends she has made. When she struggled academically, she reached out to her friends for help. On the flip side, Meek struggled emotionally with not having her family around. The lack of emotional family support nearby created anxiety in her, caused her to procrastinate in her academics, and not to do well in certain classes. Meek said,O) =21+ 8+,8 8+.9. =,1 1@7. .7@82@/,- 1:QQ@98 S.*,:1. 7; 09,6. 9.<-.*8.6 8+,8EH #+. ,-1@ struggled to reach out for help from her professors and felt hesitant to ask them questions. She stated that the lack of connection she had with her professors created in her a fear of being seen as unintelligent if she asked questions when she did not understand the material. Meek believed her non-FGCS peers did not struggle with the same challenges as she did because they had more resources, more guidance for classes through their parents, and more connections with professors prior to entering college. For Meek, the workload also felt heavier in college. Meek identified as a perfectionist, and, as a result, she did not like working on group projects. Even though Meek was a junior, she had not had any internships related to her major. Her aspiration was 8@ +.-Q O277209,/81 S.*@7. `# *282Z./1EH She believed that the best ways to continue to support FGCS is by communicating the available resources to them, reaching out, and mentoring them before and during college. Meek also stated that universities should have a FGCS group that provides emotional and social support. 26 Participant 3 (Yeqian). The third participant identified as a male 21-year-old Burmese freshman in college. Yeqian found his transition to college different in every setting; the way classes were taught and the information required for classes was all new to him. In his interview, he stated,O39@7 89,/1282@/2/0 2/8@ +20+ 1*+@@- 8@ *@--.0.C 28'1 -2?. 28'1 9.,--; 62<<.9./8 <@9 7.E ) 626/'8 9.,--; +,D. -2?. "Y *-,11.1. . . . 28'1 1@ 7:*+ easier in high school, college 28 28'1 -2?. 892Q-. 6@:S-..H Despite not being familiar with college, Yeqian motivated himself to pursue an education through the books he read. His mom and grandma also played a role in motivating him to pursue a higher degree. At the time of the interview, Yeqian had had a positive social experience in college. He loved being surrounded by a Christian college community and felt welcomed. His primary academic challenge was learning how to navigate timemanagement with his classes, homework, and music practice, all while maintaining good grades. In the interview, he stated,O) Q9,*82*. , -@8 @< 7:12*. . . . I have to balance my other classes. . . . I need to do my homework, my general courses to have that good to maintain my good grades.H He also felt that the weight of responsibility and personal accountability for completing assignments increased in college. When he struggled academically, his primary source for help was his textbooks, then his friends, and lastly his professors. He valued working in groups because he believed they were beneficial for learning how to work with others as one would do in the real world. At the time of this study, Yeqian had not had any internship experiences, but he was looking to be in leadership roles during his time in college. His future goals consisted of returning to his home country, Burma, to serve his community by providing jobs for people. He also wanted to own his personal studio and be a worship pastor 27 missionary that served in different churches. Yeqian recommended providing mentors to FGCS for guidance in navigating college. Participant 4 (Melissa). The fourth participant identified as a Mexican female, 19 years old, and a freshman in college. Upon entering college, she lacked guidance on college applications and the FAFSA. She also struggled with the lack of financial resources for college. Melissa attended a military high school, which prepared her to adapt easily to change and to take orders. However, she felt that her high school did not prepare her to encounter emotional and social challenges in college. As she stated in her interview,O) 6@/'8 8+2/? 28 Q9.Q,9.6 7. 2/ , =,; =+./ 28 *,7. 6@=/ 8@ -2?. .7@82@/,- things for college, or just social difficulties.H (.9 Q,9./81' 189:00-.1 @< 7209,82/0 8@ 8+. USA for a better lifestyle were her biggest motivation for attending college. Her brother succeeding in college (at the time of the interview) also influenced her to go to college. In college, Melissa encountered emotional struggles. Being away from family was hard for her, as she stated,O)'7 , +:0. <,72-; Q.91@/C 1@ S.ing away from home was huge.H In addition, as a FGCS Mexican American female attending a predominantly white institution, she struggled to feel socially accepted. Melissa said,O#@*2,--;C 28'1 +,96 8@ S. ,**.Q8.6 S; =+28. *:-8:9.EH In addition, she faced academic challenges for not waking up to attend class and having her grades drop. As a result, 1+. 1,26 1+. O1.8 , bunch of alarms to even get to class.H In addition, she struggled with time-management. She used a planner to help balance her time. Melissa also felt the college workload was heavier than high school, and she found it harder to retain the information she was given in class. She spent multiple hours studying in the library and often asked her professors for their notes to make sure she understood all the information taught in class. 28 Melissa believed her peers did not experience the same challenges because they had the financial resources to be in college and could therefore redo courses when they messed up. On the other end, she felt like she only got one chance to make it work and succeed in college. Melissa did not like working in group settings because she felt the work distribution was never equal. In her interview, she stated,O)gD. /.D.9 -2?.6 =@9?2/0 with a group just because I feel like levels of responsibility are not equal. . . . I don't like to pick up people'1 slack.H She considered herself a hard worker, and having to work in a group setting with others who might not put forth the same effort frustrated her. At the time of the interview, Melissa had not had an internship or any work experience related to her major. However, her future aspirations consisted of becoming a child or youth counselor within a hospital or school. She also wished to pursue a 7,18.9'1 and PhD degree to teach in a school setting. Melissa did not mention if she had a mentor, but she did comment on her belief that having a mentor for guidance can be very helpful to FGCS. In addition, she highlighted the importance of communicating the available resources within the university to FGCS. Participant 5 (Victor). The fifth participant identified as a Mexican male, 20 years old, and a sophomore in college. According to his responses, his process felt like entering into a new territory blind. He did not know what to expect, and his family was unable to help him with the process. He quickly learned that college was about being self-sufficient and independent. Victor attended a small preparatory academy high school. In terms of how his high school prepared him, Victor stated, 29 One thing I remember that I took from high school was that in the first days of school, they did give us a syllabus. So that was something that I was used to smarting up what was expected and just due dates. )/ 8+. ./6C +21 Q,9./81' 69.,7 <@9 +27 8@ O*@/82/:. ,/6 Q:91:. , +20+.9 .6:*,82@/h 8,?e2/0f ,6D,/8,0. @< S.2/0 2/ 8+. #8,8.1H =,1 =+,8 7otivated him to go to college. In college, the intentional community that is valued in his institution allowed for Victor to have a positive social experience. He highlighted his friends as his biggest social support. Unlike his peers, which he believed receive guidance from their parents with college work, he learned to do things on his own. The lack of guidance and the push for him to proceed alone caused him to struggle with asking for help when he needed it. He especially struggled to ask his professors questions. Victor stated, When I was in high school, I had to rely on myself to do a lot of things. So I 6@/'8 ?/@= 2< 7. 6@2/0 8+,8 ,-- S; 7;1.-< 21 =+; ) 189:00-. =28+ ,1?2/0 X:.182@/1 just because I never really asked my parents questions because most of the time 8+.; 6@ =+,8.D.9 8+.; *@:-6C S:8 8+.; a:18 *@:-6/'8 +.-Q 7e. . . . And that affected me because I would shy away from asking questions. Working in a group setting was also a challenge because he struggled to speak up and ask for help in general. )/ ,66282@/C +. ,-1@ 1,26 +. O9.,--; 6@e.1'/8f do good with time management.H As of the interview, Victor had not had any internships. However, his future goals consisted of going to grad school and working as a physical therapist. He also hoped to move out of the country and work in a place with minimum resources. Victor recommended for universities to teach FGCS on how to practice good time management 30 skills by providing planners. In addition, he suggested the university should intentionally reach out to FGCS to help. If possible, he would have liked to see more academic guidance through mentors and social support to grow through intentional communities. Victor wished 8@ 8.-- 8+. :/2D.91282.1 8@ O+,D. , -@8 @< Q,82./*. =28+ :1E )8'1 /@8 .,1;. . . . at times I feel like I have no idea what I'm doing. But definitely provide that support and 8+,8 2/8./82@/,- *@77:/28; ?..Q2/0 8+,8 :Q a:18 S.*,:1. 28 6.<2/28.-; +.-Q.6 7.EH Participant 6 (Diego). Participant 6 identified as a Mexican male, 18 years old, and a freshman in college. For Diego, the process of going to college felt very lonely because he did not have his family to guide him the process. Having to seek out his own support made it stressful. When asked about his process to college, he responded,O) would say my process that coming in college was like a roller coaster up and down +2--1h 8+.9.'-- Se times where I be stressed.H He attended a public high school that was predominantly white. Diego felt his high school really prepared him <@9 Olearning how to 0.8 9.,6; <@9 *@--.0. S; "Y *-,11.1H ,/6 S.2/0 ,/ +@/@91 18:6./8E (21 Q,9./81' +,96 =@9? and dream to change the trajectory of their family upon coming to this country was his motivation for pursuing a higher degree. Diego stated,O$+. =+@-. Q:9Q@1. @< 8+.7 coming here was not so they could get a better lifestyle, more opportunities, but that their family, their children, such as me and my older siblings were able to continue the .6:*,82@/ Q,8+EH (21 Q,9./81' 1Q2928:,- 7./8@9 ,-1o helped him to see the value of college. Diego felt that he had a good transition into college, primarily because of the Christian community and group of friends he found within his institution. However, he struggled with the increase of workload in college. In addition, he felt that college was 31 making him more self-reliant and responsible to work hard and complete things on his own. Diego 1,26 O+,D2/0 8@ 1.8 7; @=/ 1*+.6:-. . . . be on track and be more independent and keeping up [m;f 09,6.1H was difficult. Diego felt determined to push past the struggles he encounterd. Writing papers was another academic challenge of his. He also felt very comfortable working in groups and with asking his professors for help. Diego indicated that his peers, whose parents attended college, had an upper hand in jobs, school choice, network connections, and preparation for college through tutors and financial resources. He felt that, unlike his peers, he only had one shot to succeed and could mess it up. As of his interview, Diego had had one internship experience, and it helped to reassure the career he chose. His future goals were to go to veterinary school, get his veterinarian license, open a veterinarian office in the US and in Mexico, and adopt animals. Diego believed that having summer programs or internships available for FGCS could help to give these students a deeper insight into the career goals they wish to pursue in college. Diego said an internship O02D.1 ;@: , -@8 @< 2/120+8 2/8@ 8+. Q9@<.112@/ that ;@:'9. 89;2/0 8@ 0@ 2/8@C ,/6 1:77.9 Q9@09,71 ,1 =.--C 28 02D.1 ;@: 8+. .W89, S./.<28 e@.7.892@:C 5E RKLL^NE J.;@/6 8+. 6.09.. *+.*?-218d j+,8'1 8+. 9.,- Q@2/8 @< *@--.0.b About Campus, 12(4), 27k29. doi:10.1002/abc.220 Doubleday, J. (2013, October 24). 10 'best practices' for serving first-generation students. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/10-Best-Practices-for/142595/ Engle, J. (2007). Postsecondary access and success for first-generation college students. American Academic, 3, 25-48. Retrieved from http://hdl.voced.edu.au/10707/328327. Garrison, N., & Gardner, D. (2012, November). Assets first generation college students bring to the higher education setting. Paper presented at the annual conference for the Association for the Study of Higher Education, Las Vegas, NV. Retrieved from http://files.eric.ed.gov/fulltext/ED539775.pdf Housel, T. (2012, October 29). First-generation students need help in straddling their 2 cultures. The Chronicle of Higher Education. Retrieved from 61 https://www.chronicle.com/article/first-generation-students-need-help-instraddling-their-2-cultures/ Kansas State University. (2020). First scholars. Retrieved from https://www.kstate.edu/firstscholars/ourprogram/ Lipka, S. (2010, February 14). Wal-mart's $10-million diplomas: Grants to colleges help first-generation students graduate. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/article-content/64150/ Lohfink, M. M., & Paulsen, M. B. (2005). Comparing the determinants of persistence for first-generation and continuing-generation students. Journal of College Student Development, 46, 409k428. doi:10.1353/csd.2005.0040 McConnell, P. J. (2000). What community colleges should do to assist first-generation students. Community College Review, 28(3), 75k87. doi:10.1177/009155210002800305 !.+8,C #EC _.=S@-6C lE lEC I G'&@:9?.C !E "E RKL[[NE j+; 6@

Research Papers: first-generation college students, US, statistics

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