The Out-of-Classroom Engagement Experiences of First-Generation College Students that Impact Persistence

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dc.contributor.author Hopkins, Sherolyn S.
dc.coverage.spatial United States en_US
dc.coverage.temporal 1990-2000 en_US
dc.date.accessioned 2020-07-15T14:32:34Z
dc.date.available 2020-07-15T14:32:34Z
dc.date.issued 2020-05
dc.identifier.other 5016C09F-317B-269F-4DFE-7C7511F484D4 en_US
dc.identifier.uri https://hdl.handle.net/10428/4266
dc.description.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; en_US
dc.description.tableofcontents 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 en_US
dc.format.extent 1 electronic document, 169 pages. en_US
dc.format.mimetype application/pdf en_US
dc.language.iso en_US en_US
dc.rights 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. en_US
dc.subject College dropouts--Prevention en_US
dc.subject College student development programs en_US
dc.subject Dissertations, Academic--United States en_US
dc.subject First-generation college students en_US
dc.subject Persistence en_US
dc.subject Service learning en_US
dc.subject Student activities en_US
dc.subject Student affairs services--Research en_US
dc.title The Out-of-Classroom Engagement Experiences of First-Generation College Students that Impact Persistence en_US
dc.type Dissertation en_US
dc.contributor.department Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services en_US
dc.description.advisor Workman, Jamie L.
dc.description.committee Hull, Karla M.
dc.description.committee Truby, William F.
dc.description.degree Ed.D. en_US
dc.description.major Education in Leadership en_US


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