My Presence Is a Disruption for Good: Exploring the Experiences of First-Generation Administrators at Highly Selective Institutions

Autor/in	Clency, Shakima M.
Titel	My Presence Is a Disruption for Good: Exploring the Experiences of First-Generation Administrators at Highly Selective Institutions
Quelle	(2023), (242 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Greensboro
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-2651-5
Schlagwörter	Hochschulschrift; Dissertation; College Administration; First Generation College Students; Administrator Role; Selective Admission; Leadership Responsibility; Novices; Administrator Attitudes; Minority Group Students; Equal Education; Social Justice; Diversity + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; College administrators; Hochschulverwaltung; Bildungsselektion; Soziale Gerechtigkeit
Abstract	"My Presence is a Disruption for Good" is a qualitative research study that explored the experiences of critically minded, first-generation higher education administrators and their work supporting first-generation college students enrolled at highly selective institutions. As the number of first-generation college students enrolled at highly selective institutions continues to grow, senior leaders have dedicated administrative roles and institutional resources to support students from families where neither parent nor guardian obtained a 4-year college degree. Many of the administrators in new roles identify as first-generation college students and due to their backgrounds and experiences, they approach their work with a critical orientation. Unfortunately, little research has been conducted to explore the experiences of first-generation administrators. Using basic qualitative methods, I conducted individual interviews with 20 critically minded, first-generation administrators representing 15 highly selective institutions. I used a thematic analysis and identified three themes and 11 subthemes informed by Stanton-Salazar's (1997, 2001, 2004) institutional and empowerment agent and Yosso's (2005) community cultural wealth frameworks. Findings showed first-generation administrators demonstrated an unwavering commitment to supporting minoritized students and engaged on various levels, to disrupt practices, policies, and procedures to advance equitable student success outcomes and drive institutional change. Administrators' stories suggested their diverse knowledge and first-generation college student experiences motivated and informed their work approach, drawing from asset-based practices and disruptive strategies, to center first-generation college students. Recommendations and implications for future research and practice can enhance support for first-generation college student 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01