Date of Conferral

9-8-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dr. Cathryn Walker

Abstract

The problem explored in this study was the low graduation rate of first-generation college students at the university study site. Using Bandura’s self-efficacy theory, the purpose of this basic qualitative study was to explore first-generation college graduates’ beliefs about their educational experience as students upon entering a bachelor’s degree program, identify obstacles, and understand ways to master those obstacles to successfully graduate. Six first-generation college graduates from the study site were recruited from FIRST, an on-campus support organization, for semistructured interviews using purposeful sampling. Due to COVID and the closing of the university study site at the time of recruitment, no additional participants were available although the number of participants was low data saturation was met. Data analysis included open coding to identify codes, categories, and themes. The following themes emerged that support first-generation college student graduates’ success in obtaining a bachelor’s degree: (a) growth mindset and personal responsibility; (b) positive outlook and resilient attitude as beliefs; (c) acclimating and balance; and (d) services/programs, family/peer support to overcome obstacles. Using Knowles’ adult learning theory, a 3-day professional development was created to inform faculty, staff, and administrators about first-generation college students’ core beliefs to address the low graduation rate. The professional development and the results of this study may contribute to positive social change by providing more focused support systems for first-time students which might lead to an increased graduation rate, benefiting all university stakeholders and the greater community.

Download

Share

 
COinS