Date

8-9-2024

Department

School of Education

Degree

Doctor of Philosophy

Chair

Sharon Michael-Chadwell

Keywords

First-generation college students, First-generation minority college students, Social Cognitive Learning, Self-efficacy, Persistent

Disciplines

Educational Administration and Supervision | Educational Assessment, Evaluation, and Research

Abstract

The purpose of this transcendental phenomenological study was to describe the lived experiences that motivated and contributed to first-generation minority college student success (FGMCSS) at a university in the southeastern United States. This study involved 12 first-generation minority college students (FGMCS) enrolled in an undergraduate degree program. Bandura's social cognitive theory guided this research, which explains that the human learning process develops through social context. Research questions emerged from understanding the problem and purpose statements. The question guiding this research was: What are the experiences that motivate and contribute to FGMCS success at a university in the southeastern United States? Data was collected using interviews, focus groups, and journaling. Data analysis entailed using epoché, phenomenological reduction, and creative variation techniques to uncover and explore emergent themes. The data analysis revealed six distinct themes: difficulties in adjusting to college life, involvement in various groups and activities, determination to complete a degree, confidence in overcoming obstacles, lack of support, and emotional and resource assistance received, which emphasized the intricate interaction of motivation, assistance, and obstacles encountered by FGMCS. The findings also uncovered several complex factors that contribute to the success of FGMCS, such as the desire for personal and family improvement, even in the face of doubt and lack of support. Additional research is needed to investigate successful tactics and interventions that may help overcome the many obstacles experienced by first-generation minority college students, eventually leading to their successful completion of degrees and academic achievements.

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