Exploring the Experiences of First Generation College Students

Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2020 Exploring the Experiences of First Generation College Students Maceo Daniel Wattley Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Administration and Supervision Commons, and the Educational Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks For more information, please contact ScholarWorks@waldenu.edu Walden University College of Education This is to certify that the doctoral study by Maceo D Wattley has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made Review Committee Dr Maureen Ellis, Committee Chairperson, Education Faculty Dr Kathy Zientek, Committee Member, Education Faculty Dr Cathryn White, University Reviewer, Education Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D Walden University 2020 Abstract Exploring the Experiences of First Generation College Students by Maceo D Wattley MA, Walden University, 2009 BS, Mercer University, 2002 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Higher Education and Adult Learning Walden University September 2020 Abstract At a large, urban university in the Midwestern United States, graduation rates of firstgeneration college students (FGCS) who are the first within a family to be admitted and attend a 4-year post-secondary institution of higher learning have declined over the past decade despite programs instituted to improve student retention The purpose of the study was to explore FGCS’s and university administrators’ experiences affecting the decisions for FGCS to drop out and to examine student and administrator recommendations for improvements, based on their experiences, to prevent attrition Guided by Knowles’s theory of andragogy, which describes how adult learners are self-directed and take responsibility for their own learning, this qualitative case study design focused on FGCS’ and university administrators’ experiences affecting decisions by FGCS to drop out and examined their recommendations This qualitative case study included semi structured interviews with a purposeful sample of 10 FGCS and administrators FGCS’ exit surveys were also reviewed and triangulated Data were coded and analyzed using inductive analysis Findings arising from emergent themes related to FGCS’ experiences: (a) information issues, (b) procrastination issues, and (c) motivation issues The findings were used to create a 3-day professional development training project to decrease FGCS attrition and improve retention rates The findings from this study will support positive social change by providing the university officials with information to improve FGCS’ experiences thereby leading to higher graduation rates Exploring the Experiences of First Generation College Students by Maceo D Wattley MA, Walden University, 2009 BS, Mercer University, 2002 Project Study Submitted in Partial Fulfillment Of the Requirements for the Degree of Doctor of Education Higher Education and Adult Learning Walden University September 2020 Dedication As a father of six children, I am often amazed at the obstacles my children overcome I dedicate this study to my wife, children, parents, my in-laws (which I also claim as my parents), and pastor that have kept me going I wanted to lead by example with action, because trees not talk I want to thank my wife of 25 years for her support of my educational journey, and I am so glad that we did it together at the same time I am a first generation doctoral candidate and I would like to also dedicate this study to all first generation students to encourage them to what they may not have seen done before I thank my family, friends, and colleagues for their support and encouragement To my dad, thanks for teaching me how to throw a baseball, pops To my mom, thanks for your sacrifices Most of all I thank God for allowing me this opportunity and giving me His grace and mercy that brought me through, I am living this moment because of Him I thank my church family for the many prayers and help with family responsibilities to help me to accomplish this dream Onward, Upward, Forward, Forever! Acknowledgments I am well aware that I would not be here without the support I have received Dr Tiffany Hamilton and Dr Sherry Harrison thank you for helping me to make needed changes Dr Cathryn White, thank you for your heartfelt words of encouragement and positive contributions to my study Dr Kathy Zientek thank you for being so kind and detail oriented your guidance made this day possible Dr Ellis you are an inspiration! You always provided helpful advice and examples to improve my skills as a scholar You were with me from the beginning as a role model, an encourager, and you expected the best from me I cannot overemphasize the importance of having high expectations and positive firm feedback for your students I have made it this far and a acknowledge your contributions and importance to this process I could not have made it without you You deserve a round of applause! Table of Contents List of Tables viii Section 1: The Problem Introduction Definition of the Problem Rationale Evidence of the Problem at the Local Level Definitions Significance Guiding/Research Questions Review of the Literature Introduction Conceptual Framework 10 Review of the Broader Problem 12 Perspectives and Behaviors about First generation College Students 12 Relationships 14 Time Management 15 Finances 16 U S Federal Regulations 20 Gratuitus Tuition 21 Cultural Stereotypes 21 Graduation Gap 22 i Mentors 23 Stress Management Coping Skills 23 Family 25 Programs Leading to Success and Challenges 27 Recruitment Practices 28 Social Problems 30 Problem Solving 32 Opportunity and Access 33 Implications 34 Summary 36 Section 2: The Methodology 39 Introduction 39 Qualitative Research Design and Approach 39 Research Design Choice Justification 42 Case Study Design 42 Participants 44 Setting 44 Sample Participants 45 Student Participation Criteria 45 Administrator Participation Criteria 46 Access to Participants 47 Demographic Data 49 ii Researcher Participant Relationship 50 Protection of Participants 51 Data Collection 52 Data Collection Introduction 52 Data Collection Description 53 Data Collection Sufficiency 55 Data Collection Generating, Gathering, and Recording 55 Data Collection Tracking Research Log and Reflective Journal 56 Gaining Access to Participants 57 University Administrators’ Criteria 57 First generation College Students’ Criteria 59 Data Analysis for FGCS and Administrators .60 FGCS’ Data Analysis Procedures 60 FGCS’ Archival Data Triangulation 61 FGCS’ Document Analysis Exit Survey 61 Administrators: Data Analysis Generated, Gathered, and Recorded Findings, Problem, and Research Questions 62 RQ 1: What are the first generation college students and university administrators’ positive experiences affecting FGCS’ decision to drop out? 62 FGCS’ Responses to Research Question 63 iii ... are the first generation college students and university administrators’ recommendations for improvements based on their experiences? 64 RQ 1: What are the first generation college students. .. Exploring the Experiences of First Generation College Students by Maceo D Wattley MA, Walden University, 2009 BS, Mercer University, 2002 Project Study Submitted in Partial Fulfillment Of the. .. Purpose and Goals 91 First generation College Students? ?? Day of Professional Development: Information Issues 93 First generation College Student Professional Development Day 2: