Pre-College Expectations of First-Generation College Students: A National Study Based on Institutional Characteristics

Autor/in	Sipes, Justin Michael
Titel	Pre-College Expectations of First-Generation College Students: A National Study Based on Institutional Characteristics
Quelle	(2021), (240 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of North Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-8295-9
Schlagwörter	Hochschulschrift; Dissertation; College Bound Students; First Generation College Students; Student Characteristics; Demography; Expectation; Cognitive Processes; Institutional Characteristics; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Demografie; Expectancy; Erwartung; Cognitive process; Kognitiver Prozess; Schülerverhalten
Abstract	Much of the research on first-generation college students (FGS) tends to focus on comparing this population of students to its continuing-generation peers and focuses on in-college experiences. This research looks to answer: (1) are there demographic and pre-college characteristic differences between full-time, FGS at different institutional types; (2) are there differences between institutional types across five cognitive and non-cognitive expectations for FGS; and, (3) do these differences remain after introducing moderating variables. The data are a random sample of participating institutions from the "Beginning College Survey of Student Engagement," implemented by the Center for Postsecondary Research at Indiana University, between the years 2016-2018. The analyses show there are statistically significant demographic and pre-college characteristic differences between full-time, FGS at different institutional types, with the only exceptions being (a) institutional control and academic readiness and (b) institutional Carnegie classification and gender identity. Additional analyses reveal that there are differences between the institutional types across five cognitive and non-cognitive expectations for FGS, with the only exception being institutional Carnegie classification and expected academic perseverance. The introduction of moderating variables affects the statistically significant relationships between the independent variable groups and the dependent variables. Gender identity and race/ethnicity have large effects on these relationships, whereas, high school involvement and academic readiness have small effects on these relationships. The results of the research provide administrators at varying institutional types a guide map of differences to consider when developing initiatives for FGS based on their pre-college expectations. Ultimately, this study highlights the non-monolithic nature of FGS and encourages professionals to be intentional when designing efforts to most effectively support first-generation college students. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01