Literaturnachweis - Detailanzeige
| Autor/in | Laucella, Lydia Ellen |
|---|---|
| Titel | "Finding a Safe Space," "Branching Out," and "Negotiating a New Identity": The First-Generation College Transition Stories of Bette, Kate, and Veronica |
| Quelle | (2022), (227 Seiten)
PDF als Volltext Ph.D. Dissertation, State University of New York at Buffalo |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-7906-5752-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Females; First Generation College Students; College Freshmen; Student Attitudes; Values; Beliefs; Peer Influence; Family Influence; Influences; Institutional Characteristics; Femininity; Student Adjustment |
| Abstract | The purpose of this dissertation study was to investigate how female first-year, first-generation college students' values, attitudes, and beliefs were influenced by their interactions with their peers, family, and institutions during the first-year transition period. The goal of the research was to provide insight on what their feminine standpoints revealed about their varied transition experiences. By describing the complexities of their experiences, this dissertation study can inform institutional programming to assist this population of students to navigate the complicated transition period. This qualitative, collective case study was conducted with three female, first-year, first-generation college students at Raush University which is a pseudonym for a small private institution in the southeastern United States. Data were collected over an eight-month period from September 2020 to May 2021, the first two semesters of the participants' first year at the institution. Data sources included interview transcripts, researcher generated personal documents, and participants' personal documents. Drawing from standpoint theory, a first-cycle values coding was conducted on the aggregate data set. First-cycle values codes were reduced to analytic memos. A second-cycle theoretical coding of the analytic memos enacted the standpoint theoretical framework to uncover the participants' standpoints on their transition experiences. This study utilized standpoint theory to capture the stories of the women in this study to produce knowledge that is more likely to benefit this underrepresented group. Findings revealed that their transition experiences as female, first-year, first-generation college students were challenging, rewarding, upsetting, and unique to each. Their transition stories were marked by a period of tremendous change and growth. This study has implications for educational research on first year and first-generation college students. This study fills a significant gap in the literature to include the stories of bravery, strength, grace, humility, and resolve of three women, coming into adulthood while surmounting tremendous personal obstacles to become successful in college. [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 | 2024/1/01 |
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