Year

2021

Season

Fall

Paper Type

Doctoral Dissertation

College

College of Education and Human Services

Degree Name

Doctor of Education in Educational Leadership (EdD)

Department

Leadership, School Counseling & Sport Management

NACO controlled Corporate Body

University of North Florida. Department of Leadership, School Counseling & Sports Management

First Advisor

Dr. Amanda B. Pascale

Second Advisor

Dr. Matthew Ohlson

Third Advisor

Dr. Elizabeth Gregg

Fourth Advisor

Dr. Amanda Kulp

Abstract

Much of the research on first-generation college students (FGS) tends to focus on comparing this population of students to its continuing-generation peers and focuses on in-college experiences. This research looks to answer: (1) are there demographic and pre-college characteristic differences between full-time, FGS at different institutional types; (2) are there differences between institutional types across five cognitive and non-cognitive expectations for FGS; and, (3) do these differences remain after introducing moderating variables. The data are a random sample of participating institutions from the Beginning College Survey of Student Engagement, implemented by the Center for Postsecondary Research at Indiana University, between the years 2016-2018. The analyses show there are statistically significant demographic and pre-college characteristic differences between full-time, FGS at different institutional types, with the only exceptions being (a) institutional control and academic readiness and (b) institutional Carnegie classification and gender identity. Additional analyses reveal that there are differences between the institutional types across five cognitive and non-cognitive expectations for FGS, with the only exception being institutional Carnegie classification and expected academic perseverance. The introduction of moderating variables affects the statistically significant relationships between the independent variable groups and the dependent variables. Gender identity and race/ethnicity have large effects on these relationships, whereas, high school involvement and academic readiness have small effects on these relationships. The results of the research provide administrators at varying institutional types a guide map of differences to consider when developing initiatives for FGS based on their pre-college expectations. Ultimately, this study highlights the non-monolithic nature of FGS and encourages professionals to be intentional when designing efforts to most effectively support first-generation college students.

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