Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Emily R. Green

Abstract

First generation African American students are less likely to enroll in a higher education institution after completing high school compared to other racial and ethnic groups. The problem of perceived barriers that prevent first generation African American college students from degree completion was addressed in this study. First generation African American college students, who are a small percentage of students who do seek a college education, often encounter challenges while trying to obtain degree completion. Unfortunately, the probability of attrition among first generation African American college students is higher than the current college-going population. The purpose of this study was to explore the perceived barriers that prevent degree completion among first generation African American college students who attend the selected 4-year institution research site. The transition theory and Astin’s theory of involvement were the theoretical frameworks used in this basic qualitative research study to explore the perception of eight students and five faculty members. Research questions related to the process of assisting first generation African American college students, information about resources, and barriers that prevent degree completion guided this qualitative research study. Data was analyzed by utilizing an open coding approach. Findings from the data collected with semi structured interviews indicated financial hardship, a lack of support, precollege awareness and high school preparation, transitional programming, and university faculty awareness as perceived barriers for retention. The resulting project contributes to positive social change by helping university administrators to address the needs of first generation African American college students to overcome barriers and navigate towards success.

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