Persisting through College: The Academic and Social Integration of First-Generation College Students of Color Participating in a Student Engagement Program

Autor/in	Glenn, Deborah M.
Titel	Persisting through College: The Academic and Social Integration of First-Generation College Students of Color Participating in a Student Engagement Program
Quelle	(2017), (103 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of St. Francis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-4193-3
Schlagwörter	Hochschulschrift; Dissertation; First Generation College Students; Minority Group Students; African American Students; Academic Persistence; School Holding Power; Learner Engagement; Social Integration; Student Adjustment; Mixed Methods Research; Case Studies; Program Effectiveness; Student Characteristics; Sex; Ethnicity; College Entrance Examinations; Scores; Prior Learning; Grade Point Average; Athletics; Place of Residence; Interviews; Hispanic American Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Soziale Integration; Adjustment; Adaptation; Case study; Fallstudie; Case Study; Geschlecht; Geschlechtsverkehr; Ethnizität; Aufnahmeprüfung; Vorkenntnisse; Leichtathletik; Wohnort; Interviewing; Interviewtechnik; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Over the past few decades, institutions of higher education have experienced an increase in the enrollment of women, people of color, and those of lower socioeconomics. The literature suggests that some students from these populationsfirst-generation college students (FGCS)have contributed to a decrease in college retention. To address persistence and retention concerns, institutions established student engagement programs (SEP) to assist FGCS in the academic and social integration needed to acclimate to college and persist through graduation. The purpose of this mixed-methods, descriptive case study was to explore the characteristics and experiences of FGCS of color attending a majority institution and participating in the institutions student engagement program for FGCS. Quantitatively, the ex post facto data explored student characteristics such as gender, ethnicity, ACT admissions score, final high school GPA, cumulative institutional GPAs, and the athletic and housing status of the first-generation college freshmen participating in the SEP. The data were used also to discover associations among selected student characteristics. Qualitatively, the interview responses of senior-level, Hispanic and African American FGCS revealed the pre-college and college experiences that impacted their academic and social integration. The results of the study support most of the limited literature on first-generation college students of color and provide insight regarding the persistence and completion of FGCS of color to the institution under study as well as to similar institutions. [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	2020/1/01