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561 |
The Forest Field Program : a case study in forest education for Latino youth
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563 |
Perceptions of need satisfaction between students and alumni of Young Harris College.
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564 |
OPINIONS OF CONSUMERS TOWARD SELECTED ASPECTS OF THE EDUCATIONAL EXPERIENCE AT MIAMI-DADE COMMUNITY COLLEGE, DADE COUNTY, FLORIDA (COUNSELING, ADVISEMENT, ATTITUDES).
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565 |
Family dysfunction and its possible correlation with student behavior in grades four and five.
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566 |
FAMILY LIFE EDUCATION: KNOWLEDGE, ATTITUDES, AND BEHAVIOR AMONG UNDERGRADUATE COLLEGE STUDENTS AT THE UNIVERSITY OF PUERTO RICO
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567 |
THE EFFECTS OF A COUNSELOR LED GROUP GUIDANCE INTERVENTION ON THE SCHOOL ATTITUDES AND BEHAVIOR OF NINTH GRADE STUDENTS.
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568 |
An exploratory-comparative study of Black, community college, associate in arts degree students' concerns about completing the bachelor's degree
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569 |
Noncognitive variables as predictors of academic performance for black American students in teacher education preparation programs
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570 |
Parent involvement training and the achievement, attendance, and attitudes of at-risk students.
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571 |
FAMILY LIFE EDUCATION: KNOWLEDGE, ATTITUDES, AND BEHAVIOR AMONG UNDERGRADUATE COLLEGE STUDENTS AT THE UNIVERSITY OF PUERTO RICO
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572 |
An exploratory-comparative study of Black, community college, associate in arts degree students' concerns about completing the bachelor's degree
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573 |
Factors that influence students' decisions to persist in retention programs at selected Florida public community colleges
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574 |
Using Play to Build the Social Competence of Young Children with Language Delays: Practical Guidelines for Teachers
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575 |
THE RELATIONSHIP BETWEEN AGE, SEX AND SOCIOECONOMIC STATUS AND THE ABILITIES OF FOUR TO EIGHT YEAR OLD CHILDREN TO DISTINGUISH REALITY FROM FANTASY
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576 |
Learning in Politics: Brazilian Teachers' Political Engagement as a Pedagogical Resource
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577 |
THE EFFECT OF TWO SENTENCE STRUCTURES UPON ATTITUDE CHANGE IN A CLASSICALCONDITIONING PARADIGM
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578 |
AN INVESTIGATION OF THE RECOGNITION OF FACIAL EXPRESSION OF EMOTION AFTER TRAINING OF DEAF STUDENTS AT A RESIDENTIAL SCHOOL
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579 |
Latino/a students' perceptions of their sense of belonging at Kansas State University: mi casa es su casa . . . or is it really?
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580 |
Social role theory as a means of differentiating between first-generation and non-first-generation college students
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Abstract:
Doctor of Philosophy ; Department of Counseling and Educational Psychology ; Fred O. Bradley ; Statistics published in 2003 indicate that over 67% of community college students are first-generation students, students from families where neither parent has graduated from college. First-generation students are disproportionately represented among those who terminate college prior to graduation. This study explores role theory as a model for understanding and addressing the problems of first-generation students. Survey questions linked to role commitment involving intentions to work, commute and participate in campus activities were administered to 257 first-time full-time students: 182 students were first-generation and 75 were non-first-generation. Analysis using the Mann-Whitney U Test indicated first-generation students had significantly less commitment to the role of student. Later, first-generation students were divided into "successful" and "unsuccessful" groups based on their two semester grade point average. The Mann-Whitney U Test failed to demonstrate a significant difference between "successful" and "unsuccessful" first-generation students. The ordinal score responses of first-generation students to the three survey questions were then used as categories and grade point averages of the students in those categories were compared using ANOVA procedures. The results were mixed but suggested further investigation was warranted. The study was concluded with interviews of ten "successful" first-generation students. The interview results were supportive of conclusions drawn from role theory underscoring the value of further studies with larger sample sizes and modifications in methodology suggested by this study.
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Keyword:
Education; First-Generation; Guidance and Counseling (0519); Social Role Theory
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URL: http://hdl.handle.net/2097/594
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