UVM Theses and Dissertations
Format:
Print
Author:
Williams, Harriet Iris
Dept./Program:
College of Education and Social Services
Year:
2007
Degree:
Ed. D.
Abstract:
This dissertation examines the experiences of an often ignored segment of the college population - first-generation college students. These students, the children of parents that have never attended or graduated from college, face numerous challenges. First-generation college students often have inappropriate expectations and conceptions of the college experience (Kezar, 2000). For example, they typically possess incomplete academic preparation and expectations for college curricula, as well as for student life while on campus (Choy, 200 1). Factors such as these contribute to delayed college completion rates, among other issues. First-generation students are statistically less likely to graduate within five years of matriculation, relative non-first-generation students (Pike & Kuh, 2005). However, very little research has examined the experiences of these students as they enter and pursue a college degree, particularly how college experiences are understood, interpreted and reacted to by their families.
This study adds to the growing body of knowledge about the experiences of firstgeneration college students and their families. Though empirical studies have documented issues of academic performance and readiness, student involvement and other indicators of college success (Pike & Kuh, 2005), very little work has examined the actual experience of college from the perspective of students and their parentslguardians. Using phenomenology and qualitative methods, this dissertation captures the experiences of millennia1 first-generation college students and their parents in an effort to understand the lived experiences of this population.
A phenomenological approach was utilized because it provided a way to examine unexplored phenomena for which all the relevant variables of the phenomena have not been identified (Marshall & Rossman, 1999). The findings describe and analyze how students accessed college, the successes and challenges they encountered, and how their parents engaged in this process. College administrators may find these insights useful in the improvement of services that seek to support and retain first-generation college students.
This study adds to the growing body of knowledge about the experiences of firstgeneration college students and their families. Though empirical studies have documented issues of academic performance and readiness, student involvement and other indicators of college success (Pike & Kuh, 2005), very little work has examined the actual experience of college from the perspective of students and their parentslguardians. Using phenomenology and qualitative methods, this dissertation captures the experiences of millennia1 first-generation college students and their parents in an effort to understand the lived experiences of this population.
A phenomenological approach was utilized because it provided a way to examine unexplored phenomena for which all the relevant variables of the phenomena have not been identified (Marshall & Rossman, 1999). The findings describe and analyze how students accessed college, the successes and challenges they encountered, and how their parents engaged in this process. College administrators may find these insights useful in the improvement of services that seek to support and retain first-generation college students.