Date of Conferral

2020

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Maureen Ellis

Abstract

At a large, urban university in the Midwestern United States, graduation rates of first-generation college students (FGCS) who are the first within a family to be admitted and attend a 4-year post-secondary institution of higher learning have declined over the past decade despite programs instituted to improve student retention. The purpose of the study was to explore FGCS’s and university administrators’ experiences affecting the decisions for FGCS to drop out and to examine student and administrator recommendations for improvements, based on their experiences, to prevent attrition. Guided by Knowles’s theory of andragogy, which describes how adult learners are self-directed and take responsibility for their own learning, this qualitative case study design focused on FGCS’ and university administrators’ experiences affecting decisions by FGCS to drop out and examined their recommendations. This qualitative case study included semi structured interviews with a purposeful sample of 10 FGCS and 5 administrators. FGCS’ exit surveys were also reviewed and triangulated. Data were coded and analyzed using inductive analysis. Findings arising from emergent themes related to FGCS’ experiences: (a) information issues, (b) procrastination issues, and (c) motivation issues. The findings were used to create a 3-day professional development training project to decrease FGCS attrition and improve retention rates. The findings from this study will support positive social change by providing the university officials with information to improve FGCS’ experiences thereby leading to higher graduation rates.

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