A Narrative Exploration of First-Generation Undergraduates in a Living-Learning Program

Autor/in	Perry, DeAnne Renee
Titel	A Narrative Exploration of First-Generation Undergraduates in a Living-Learning Program
Quelle	(2019), (178 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Morgan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0857-0792-3
Schlagwörter	Hochschulschrift; Dissertation; First Generation College Students; Undergraduate Students; Living Learning Centers; Student Experience; Land Grant Universities; Cultural Capital; Social Capital; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienerfahrung; Sozialkapital
Abstract	The number of first-generation college students entering into the higher education system continues to increase; many of these first-generation college students enroll in college without the necessary tools and skill sets needed to foster their academic and social success. Previous research has focused on the types of institutions first-generation college students attend, their campus engagement and involvement, and academic achievement and persistence. With the majority concluding the importance of creating services to assist with the cultural and social gap that exists between first-generation and non-first-generation college students. One such program is living-learning programs. Prior research delves into the history of living-learning programs, living-learning program participant outcomes, and factors that affect living-learning program participant experiences. However, there is a shortage of research that discusses the experiences of first-generation college students who take part in an identity-based living-learning program. This study explored the lived experiences of first-generation college students who participated in an identity-based living-learning program during their first year at a large, land-grant institution. A narrative inquiry approach was used to gain a better understanding of the influence participation had on their college experiences. The findings of this study affirm the need for specialized programs to meet the needs of first-generation college students. The results show the intentional implementation of an identity-based living-learning program provides first-generation college students an environment which fills those cultural and social capital gaps. The cultural gap is closed by creating intentional interactions with peer mentors, faculty (through their first-year experience course), and financial assistance. The results encourage institutions to provide an environment that nurtures the academic and social growth of first-generation college students, as well as emphasizes the importance of creating intentional programming that will allow first-generation college students to be successful beyond their first year in college. This study can aid in better understanding the factors that contribute to the successful retention of first-generation college students to improve the experiences of this group of at-risk 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