The Out-of-Classroom Engagement Experiences of First-Generation College Students that Impact Persistence
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Authors
Hopkins, Sherolyn S.
Issue Date
2020-05
Type
Dissertation
Language
en_US
Keywords
College dropouts--Prevention , College student development programs , Dissertations, Academic--United States , First-generation college students , Persistence , Service learning , Student activities , Student affairs services--Research
Alternative Title
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;
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.