Academic and Social Integration: A Phenomenological Study of First-Generation, Female Student Experience and Persistence in Community College TRiO Programs

Autor/in	Parsons, Brianna Bates
Titel	Academic and Social Integration: A Phenomenological Study of First-Generation, Female Student Experience and Persistence in Community College TRiO Programs
Quelle	(2012), (150 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-4291-3
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Social Integration; First Generation College Students; Community Colleges; Academic Persistence; Intervention; Females; Phenomenology; Program Effectiveness; Academic Advising; Tutoring; Educational Experience; College Faculty; Self Determination; Learning Theories; Role; Student Motivation; Interviews; Sampling; Maine + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Soziale Integration; Community college; Community College; Weibliches Geschlecht; Phenomenological psychology; Phänomenologie; Psychologie; Akademischer Rat; Förderkonzept; Nachhilfeunterricht; Bildungserfahrung; Fakultät; Selbstbestimmung; Learning theory; Lerntheorie; Rollen; Schulische Motivation; Interviewing; Interviewtechnik
Abstract	First-generation, female college students often face an uphill battle in their quest for degree attainment. Literature suggests several areas in which first-generation college students struggle, but there are programs designed to help this demographic of student; specifically the TRiO program, a federally-funded operation that specializes in academic assistance, advising and tutoring in math, science and English. The following research investigates how TRiO participants experience higher education in terms of academic and social integration, and how they understand persistence. The TRiO program has demonstrated immense success ~ taking what is less than a 30% persistence rate within the community colleges and showing an astounding 97% persistence rate for their enrolled students. This study explores the academic and social experience of these students, and how they view their persistence; in effort to help heighten awareness for both faculty and administration, in hopes of better developing interventions to help increase levels of persistence and student success. As community college enrollment is at an all-time high, and enrollment (and demand for graduates) continues to climb, the study is timely and purposeful. The study was conducted through the lens of motivational theory, specifically the Self-Determined Theory of Motivation in effort to understand how motivation and experience play a role in persistence, especially persistence against great odds. The aim of the study was to answer the research questions of: (1) How do first-generation, female students enrolled in a TRiO program describe and understand persistence? (2) What is the academic and social experience of these students? Phenomenological in nature, this study employed personal interviews conducted with a purposeful sampling of female, first-generation, Maine community college students. The method of data dissemination is through textual and structural coding, and development of emergent themes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01