Literaturnachweis - Detailanzeige
| Autor/in | Vergara, Derek |
|---|---|
| Titel | A Study on Freshman-Year Persistence among First-Generation College Students and Non-First-Generation College Students at Concordia University System Institutions |
| Quelle | (2012), (181 Seiten)
PDF als Volltext Ed.D. Dissertation, University of La Verne |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-2678-9089-4 |
| Schlagwörter | Hochschulschrift; Dissertation; Academic Persistence; First Generation College Students; Comparative Analysis; Age Differences; Racial Differences; Ethnic Groups; Family Income; Gender Differences; Fathers; Mothers; Educational Attainment; Correlation; College Freshmen; Student Characteristics; Research Methodology |
| Abstract | Purpose: The purpose of this study was to determine if there was a significant difference between first-generation college students' and non-first-generation college students' persistence from freshman year to sophomore year of college. The study investigated if race/ethnicity, family income, gender, and fathers' and mothers' highest level of education had an impact on persistence. Methodology: Ex post facto research was used to determine if a significant difference existed between the independent and dependent variables. Participants consisted of entering freshmen from selected Concordia University System (CUS) institutions. A quantitative research design was administered to test for significant differences among the demographic variables. Findings: The study found a significant difference in persistence among first-generation and non-first-generation college students; however, when accounting for demographic variables, the results varied. In terms of persistence, (a) no significant differences for the total population when accounting for fathers' highest level of education but a significant difference when accounting for mothers' education; (b) no significant differences when subset by generational status and none with regard to family income and persistence; (c) no significant differences when accounting for first-generation status, but a significant difference when controlling for the total population and non-first-generation status; (d) a significant difference based on gender in the total population, but no significant difference within the first-generation subset; (e) no significant differences when accounting for race/ethnicity and generational status. Conclusions: While there were no overwhelming results of significance among the demographic variables, there was a statistically significant difference between first-generation and non-first-generation college students in persistence to the second year. This suggests the need for CUS institutions to pay attention to the possible and specific needs of first-generation college students on their campuses. Recommendations: The implications of this study support the continued efforts to conduct quantitative and qualitative research to understand the needs of first-generation college students in persistence toward graduation. While this study examined relationships between first-generation and non-first-generation college students among the demographic variables, understanding the predictors of student persistence within CUS institutions must be done through a linear regression analysis. Moreover, specific programs and services must be developed to enhance their overall college success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
