Date
12-19-2024
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Ellen Ziegler
Keywords
First-generation, African American, Female, Matriculation, high-demand skill jobs, challenges, graduation
Disciplines
Educational Administration and Supervision | Educational Leadership
Recommended Citation
McAllister-McRae, Rosa Denise, "The Lived Experiences of African American Female First-Generation College Students as They Matriculate Through College: A Phenomenological Study" (2024). Doctoral Dissertations and Projects. 6418.
https://digitalcommons.liberty.edu/doctoral/6418
Abstract
The purpose of this transcendental phenomenological study was to examine the lived experiences of African American female first-generation college students’ (FGCS) academic, social, emotional, and low economic challenges while attending either a Historically Black College and University (HBCU) or a Predominately White Institution (PWI) located in the southeastern area of the United States. First-generation college students are students whose parents never attended college. Tinto’s retention theory was the framework that guided the research, particularly, the challenges faced by first-generation students. The central research question was, how do African American female FGCSs describe their lived experiences matriculating through an HBCU or a PWI? Research results were obtained by collecting qualitative data utilizing a phenomenological design. Accordingly, data was collected through face-to-face and social media platform – Zoom, semi-structured interviews, projective techniques using word associations, and one focus group session per institution. The snowball sampling method was utilized to select 10 participants. Participants were required to be first-generation African American females in college with classifications of a sophomore, junior, or senior. Common themes were developed following the data analysis as set forth by Moustakas, putting aside personal experience, prejudgments, and presumptions. The findings revealed that despite the obstacles and challenges participants in this study found strength from their support network to complete their college goals. They understood, if they allowed challenges to hinder their progress toward matriculation, it would have a negative snowball effect and prevent them from achieving their graduation.
