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Quantitative Study of Predictive Relationships Between English Language Proficiency, Academic Growth, and Academic Achievement Assessments in North Georgia
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| 2 |
Is it Really Just Black and White? A Basic Interpretive Qualitative Study of Effective White Teachers of Black Students in a Small, Southern Community
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Cape Verdean Students’ Perceptions of their English Language Preparation for Higher Education in the US
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In: Master’s Theses and Projects (2021)
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Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes.
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| 5 |
Mi Casa Es Su Casa: A Critical Co-constructed Autoethnography of the Evolution from Assimilation to Acculturation of a Mexican Migrant Farmworker turned Professional
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Experiences and Perceptions of First-Generation, Low- Income Students’ First Semester of Dual Enrollment in Georgia
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| 7 |
Plain Language Study of U.S. Army Human Resources Information
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| 8 |
The Persistence and Ethnic Identity of Latino Fraternity Members at Predominately White Institutions in the South: A Qualitative Approach
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| 9 |
Exploring the Experiences and Retention Decisions of African-American Male College Students
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| 10 |
What Do Grades Mean? Variation in Grading Criteria in American College and University Courses
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In: Educational, School, and Counseling Psychology Faculty Publications (2020)
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| 11 |
Expanding the Enrollment of International Students on College Campuses: Predictors of Enrollment Rates and Strategies for Recruitment
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| 13 |
The Out-of-Classroom Engagement Experiences of First-Generation College Students that Impact Persistence
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Abstract:
Pre-college characteristics and attributes coupled with collegiate academic and social experiences are believed to have considerable impact on student persistence (Astin, 1993; Tinto, 1993). First-generation college students enter higher education with background challenges that could lead them to leave college before completing their degree (Chen, 2005; Choy, 2001), and students who are first in their family to attend college are less likely than other students to persist and complete a degree (Pascarella, Pierson, Wolniak, & Terenzini, 2004; Pike & Kuh, 2005). This basic qualitative study explored the out-of-classroom engagement experiences and the perceived impact of these experiences on the persistence of twelve first-generation college students at a 4-year comprehensive university in the Southeastern United States. Through individual and a focus group interviews, this study focused on out-of-classroom engagement experiences that included work, residence, athletics, clubs and organizations, and volunteer work. Astin’s (1991) I-E-O Model, a conceptual guide for analyzing college student development, was adapted as the conceptual framework for this study. Findings of this study indicate that out-of-classroom experiences such as living and working on campus, involvement in clubs and student organizations, and volunteer work, can have positive impact on first-generation student persistence. This research can inform practice of student affairs practitioners in engaging first-generation students in out-of-classroom experiences that were perceived by the participants as having positive impact on their persistence, and in identifying ways to increase persistence for a population that is historically disadvantaged and less likely to complete their degree. Keywords: First-Generation College Students; Engagement; Persistence; Out-of-Classroom; ; Chapter I: INTRODUCTION 1 -- Statement of the Problem 2 -- Conceptual Framework 3 -- First-Generation Students 5 -- Student Engagement 6 -- Persistence 7 -- Purpose of the Study 7 -- Research Design 7 -- Research Questions 8 -- Significance of the Study 8 -- Limitations of the Study 9 -- Definition of Key Terms 10 -- Organization of the Study 11 -- Chapter II: REVIEW OF LITERATURE 13 -- Introduction 13 -- First-Generation College Students 13 -- Family Education 16 -- Socioeconomic Status 19 -- Educational Aspirations 20 -- College Preparedness 22 -- Student Engagement Theory 22 -- Astin’s Input-Environment-Outcome Model 23 -- Astin’s Student Involvement Theory 24 -- Tinto’s Theory of Student Departure 27 -- College Student Persistence 29 -- Summary 35 -- Chapter III: METHODOLOGY 38 -- Introduction 38 -- Research Questions 39 -- Research Design 39 -- Sampling and Participants 40 -- Research Setting 43 -- Data Collection 44 -- Individual Interviews 45 -- Focus Group Interview 46 -- Data Analysis 48 -- Explanation of Analysis 49 -- Trustworthiness 51 -- Researcher Reflexivity 53 -- Summary 54 -- Chapter IV: RESULTS 56 -- Research Questions 56 -- Data Analysis and Findings 57 -- Research Setting 57 -- Results from Individual Interview Participants 58 -- Profiles of Individual Interview Participants 59 -- Ana 59 -- Kelsey 60 -- Jake 61 -- Travis 64 -- Emma 68 -- How Individual Interview Participants Chose Out-of-Classroom Engagement Experiences 71 -- Academic Major 72 -- Because of Friends 72 -- High School Experience 73 -- How Individual Interview Participants Out-of-Classroom Engagement Experiences Impact Persistence 76 -- Connection 77 -- Community 78 -- Relationships 78 -- Results from Focus Group Participants 83 -- Profiles of Focus Group Participants 84 -- Shayla 84 -- Alena 86 -- Isabella 88 -- Will 90 -- Daniel 92 -- Kadeem 94 -- Amber 97 -- How Focus Group Participants Chose Out-of-Classroom Engagement Experiences 100 -- Academic Major 101 -- Because of Friends 101 -- High School Experience 102 -- On Your Own 103 -- How Focus Group Participants Out-of-Classroom Engagement Experiences Impact Persistence 106 -- Career After College 107 -- Enhancing the Overall Experience 108 -- Unexpected Gems 111 -- Summary 114 -- Chapter V: DISCUSSION AND CONCLUSION 116 -- Summary 117 -- Restatement of Problem and Research Questions 117 -- Overview of Methods 119 -- Summary of Findings 120 -- Profiles of Participants 120 -- Student Engagement 120 -- Key Findings Related to Research Questions 121 -- Discussion 122 -- Family Education 123 -- Socioeconomic Status 123 -- College Preparedness 124 -- RQ1: How Participants Chose Out-of-Classroom Engagement Experiences 125 -- Academic Major 126 -- Because of Friends 127 -- High School Experience 128 -- RQ2: How Participants Out-of-Classroom Engagement Experiences Impact Persistence 129 -- Connection 130 -- Community 131 -- Relationships 132 -- Enhancing the Overall Experience 133 -- Unexpected Gems 134 -- Implications for Practice 136 -- Recommendations for Future Research 138 -- Conclusion 140 -- REFERENCES 142 -- APPENDIX A: Institutional Review Board Expemption Report 148 -- APPENDIX B: Participant Recruitment Email 150 -- APPENDIX C: Individual Interview Guide 153 -- APPENDIX D: Focus Group Interview Guide 155 ; Workman, Jamie L. ; Hull, Karla M. ; Truby, William F. ; Ed.D. ; Education in Leadership
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Keyword:
Academic--United States; College dropouts--Prevention; College student development programs; Dissertations; First-generation college students; Persistence; Service learning; Student activities; Student affairs services--Research
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URL: https://hdl.handle.net/10428/4266
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| 14 |
Speech-Language Pathologists' Clinical Knowledge and Training in End-of-Life Care
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| 15 |
Digital Immigrant Teachers and Their Implementation of Technology
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| 16 |
Moving Beyond the Speech Room: Using Peer Mediated Instruction and Intervention (PMII) to Foster Social Skills Development
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| 17 |
Closing the Vocabulary Gap in Preschool: Explicit Vocabulary Intervention Embedded in Interactive Storybook Reading
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| 18 |
THE ACADEMIC AND SOCIAL INTEGRATION OF SAUDI INTERNATIONAL STUDENTS IN THE U.S. HIGHER EDUCATION INSTITUTIONS
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| 19 |
Experiences of Asian American and Immigrant Asian Women in the United States Higher Education Administration
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In: UNF Graduate Theses and Dissertations (2019)
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| 20 |
A Qualitative Narrative Study Investigating Nursing Student Attrition in an Associate Degree Nursing Program
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