A Qualitative Exploration of Pell Grant-Eligible Latino Male Students' Perceptions of Their Experiences and Engagement in a First-Year College Program

Autor/in	O'Connell, Sean
Titel	A Qualitative Exploration of Pell Grant-Eligible Latino Male Students' Perceptions of Their Experiences and Engagement in a First-Year College Program
Quelle	In: Journal of Latinos and Education, 22 (2023) 2, S.583-594 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2020.1794877
Schlagwörter	Federal Aid; Grants; Hispanic American Students; Males; Student Attitudes; Student Experience; Learner Engagement; College Freshmen; College Programs; Sense of Community; Teacher Student Relationship; Racial Relations; Program Effectiveness; Self Efficacy; Low Income Students + Suchen Sie Ihr Suchwort? Grant; Finanzielle Beihilfe; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Schülerverhalten; Studienerfahrung; Studienanfänger; Studienprogramm; Teacher student relationships; Lehrer-Schüler-Beziehung; Self-efficacy; Selbstwirksamkeit
Abstract	Some assert that first-year college programs can foster increased engagement among college students and lead to successful outcomes, but there is a lack of in-depth analysis of students' perceptions of their experiences in such programs. This qualitative study explores a small sample of young, Pell Grant-eligible Latino male students' perceptions of their experiences and engagement in a first-year college program. The study revealed six main themes: 1) The sense of community within the program; 2) Appreciation for professor and advisors; 3) Engaging course content; 4) Appreciation of academic and financial supports; 5) Complicated perceptions of the racial dynamics in the program and on the campus at large; and 6) The long-term impact of the first-year program, which is comprised of two sub-themes: a) The program positively impacted some participants' academic work ethic and study skills; and b) A sense of confidence developed within some participants as a result of the support they received in the program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01