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First-generation Students
R7040
Cynthia Roberts
Argosy University
Instructor: Dr. Wayne Benenson
April 22, 2012
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Dissertation Prospectus
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Chapter 1: Introduction to the Study
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Chapter 2: Literature Review
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Chapter 3: Research Methodology
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References
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Appendix
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Chapter 1: Introduction
More students going to college than ever before
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From 1999 – 2009, enrollment rose by 38%
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By 2019, another 32% increase is expected
(Fast Facts, n.d.)
… but persistence remains a problem
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Only 57% of first-time students who enrolled in 2002 finished a
degree by 2008
(Berkner, Radford & Skomsvold, 2011, p. 11)
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Chapter 1: Introduction
…furthermore, disparities exist in enrollment &
persistence
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In 2003 – 2004, only 56% of low-income vs. 87% of high-income
enrolled in college (“The Condition,” 2011)
Low income and first-generation students less likely to enroll in
four-year program, competitive colleges, and much less likely
complete (Pascarella, et al. 2004; Upcraft, Gardner, & Barefoot, 2004)
For example, first-generation students 8.5 times more likely to
drop out (Ishitani, 2006)
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Chapter 1: Introduction
In addition, there is unequal exposure to the arts
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By education level
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By socioeconomic status
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Arts = a form of cultural capital
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Not changed in over 20 years except for slight variations in type
of art.
(DiMaggio, P., & Mukhtar, T., 2004)
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Chapter 1: Introduction
Given that a first generation student is …
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less likely to finish a college degree
And,
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have limited exposure to art prior to college
This study seeks to examine the experiences of
first-generation students that choose to study art
as their major focus?
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Chapter 1: Introduction
Research Questions:
 What
motivates a first-generation student to choose
an art major and persist to completion?
 What
are the challenges experienced by firstgeneration students as they pursue a degree in art
and how do they overcome those challenges?
 What
are the social transformations that occur
during the process of choosing an art degree,
pursuing the degree and completing the degree?
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Chapter 2: Literature Review
Research that has been conducted
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College persistence
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Themes = academic preparation, demographic studies, transition studies
(Pascarella, E., et al.,2004; Tinto, 2003; Upcraft, Gardner, & Barefoot, 2004).
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The first-generation student
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Numerous topics: value of mentoring, experiences of rural students,
communication fears, motivation, academic preparation, experiences in a
commuter school, dormitory experiences, special program studies
(Collier, P., & Morgan, D. 2008; Davis, P. L. 2010; Francis, T., & Miller, M., 2008;
Ishitani, 2006; Prospero M., Vohra-Gupta S.,2007)
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Chapter 2: Literature Review
Research that has been conducted …continued
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Arts Participation
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Inequality among socioeconomic groups, as cultural capital, &
changes over time (20+ years)
(DiMaggio, P., & Mukhtar, T., 2004)
Research not conducted
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The persistence of the first-generation student as an art major
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Chapter 2: Literature Review
What we know about first-generation students
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Persistence barriers:
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Social/cultural integration
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College preparation
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Employment status
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Sometimes - lack of parental support
(Collier, P., & Morgan, D. 2008; Gatto, 2009; Tinto, 2012; Tinto, 2003; Upcraft,
Gardner, & Barefoot, 2004; )
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Chapter 2: Literature Review
What we know about first-generation students …continued
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Persistence likelihood can be increased by:
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Providing social integration support for FGS students
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For the most profound effect it should occur within the first three weeks of
entering college
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Helping FGS students overcome fear of communication
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Helping FGS students acquire intrinsic motivation toward education
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Providing academic support
(Gatto, 2009; Tinto, 2003; Prospero M., Vohra-Gupta S., 2007; Upcraft, Gardner, &
Barefoot, 2004; Woosley, S. & Miller, A. ,2009)
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Chapter 2: Literature Review
What we know about first-generation students …continued
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Characteristics:
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More likely to take less classes
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Less likely to participate in extra curricular activities
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Benefit the most from extra curricular activities
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Less likely to aspire to higher level of education
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Less likely to apply to more restrictive college
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Afraid to communicate with peers & instructors
(Francis, T., & Miller, M., 2008; Pascarella, E., et. al., 2004)
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Chapter 2: Literature Review
Theoretical foundations
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Social theories provide important foundations that help
researchers understand educational research (Adams, J.,
Cochrane, M., & Dunne, L., 2011)
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Theories of cultural and social capital by Pierre Bourdieu
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Arts Participation studies of Paul DiMaggio
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Vincent Tinto’s model of institutional departure
The discovery and understanding of theories ongoing process
occurring before, during and after the collection of data
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Chapter 3: Research Methodology
Qualitative - phenomenological inquiry
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Why phenomenological inquiry?
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personal stories = greater depth to the understanding of the
phenomena (Hightower, 2007)
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Phenomenological inquiry focuses on describing the common lived
experiences of individuals that share a phenomenon
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Not much is known about the experiences of FGS art majors
(Creswell, 2007)
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Chapter 3: Research Methodology
Research Design
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Sampling
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Sample size – dependent on objective/finding repetitive data.
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Bernard and Ryan (2010), recommend six to ten knowledgeable
informants for phenomenological study
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Chapter 3: Research Methodology
Research Design
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Sampling: Definition of the study population
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The art student
 Design career oriented majors, fine art majors, performance art majors
such as drama, dance, or music, art history majors
 Similar phenomenological experiences expected (Hoekel, R.,Maros, A.,
Moran, E., personal communications, 2012)
The first-generation student
 No parent has attended college
 …or step parent that lives with the child/has influence in the child’s
life
 … absent parent excluded
Recent graduate
 Consider generational factors
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Chapter 3: Research Methodology
Research Design
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Sampling
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Purposive sampling – as modeled from study by Frances (2009)
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Requests for participants from various alumni groups from colleges
within 200 mile radius until a pool of willing participants is obtained
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May also utilize gatekeepers or snowball referrals to saturate pool
of participants (Bernard and Ryan, 2010; Hennick and Bailey, 2011)
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Select a range of participants from that pool to ensure an even
participation based on a full spectrum of diverse students
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Chapter 3: Research Methodology
Research Design
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Data collection
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Audio recorded personal interviews (with back up recorder)
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transcribed
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Field notes – immediately after interviews to capture full experience
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Reflexive researcher journal entries (Agosthinho, 2004; BradburyJones, C. 2007)
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Ethical considerations
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Ensure confidentiality
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Letter of consent
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Member checking for accuracy
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Chapter 3: Research Methodology
Research Design
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Interview topics: (for specific questions – see appendix)
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Exploration of FGS first exposure to art
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Exploration of FGS student experience
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Exploration of social experiences during college
Interview questions will be piloted to ensure they will adequately
probe for the necessary information
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Chapter 3: Research Methodology
Data analysis
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Transcribe interviews / use software for coding
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Inductive data analysis – build patterns, categories and themes
from the bottom up, organizing into increasingly more abstract
units
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Hew and Wing (2003) suggest using an inter-coder reliability
method consisting of two coders coding the material and then
cross-examining the results.
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Chapter 3: Research Methodology
To establish trustworthiness
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Prolonged engagement
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Persistent observation
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Triangulation
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Peer debriefing
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Member checks
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Thick descriptions
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Audit trail access
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Reflexive journaling
(Agastinho, 2004: Bradbury-Jones, 2007)
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Chapter 3: Research Methodology
Ethical considerations
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Full disclosure of researcher’s potential bias (First-generation
student)
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Informed consent – all participants must be willing/may
withdraw at any time
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No Deception – will identify and communicate with participants
how research will be used
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Confidentiality – will identify how privacy of information will be
protected including confidentiality of “focus group”
participation by all members of the group
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Benefits of research to participants must outweigh risks –
identify small payment made to participants
(Creswell, 2007)
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Resources
Adams, J., Cochrane, M., & Dunne, L. (2011). Applying theory to educational research; An
introductory approach with case studies. West Sussex, UK: Wiley-Blackwell.
Agostinho S. (2004). Naturalistic inquiry in e-learning research. International Journal of
Qualitative Methods, (4)1.
Berkner, L.; Radford, A.; & Skomsvold, P. (July, 2011). Web tables—six-year attainment,
persistence, transfer, retention, and withdrawal rates of students who began postsecondary
education in 2003-04. Retrieved from http://nces.ed.gov/pubs2011/2011152.pdf
Bernard, H., Ryan, G. (2010). Sampling. Analyzing qualitative data: Systematic approaches.
(pp.357-374). Thousand Oaks, California: Sage.
Bradbury-Jones, C. (2007). Enhancing rigour in qualitative health research: exploring
subjectivity through Peshkin's I's. Journal of Advanced Nursing, 59(3), 290-298.
Collier, P., & Morgan, D. (2008). “Is that paper really due today?”: differences in firstgeneration and traditional college students’ understandings of faculty expectations.
Higher Education, 55(4), 425-446.
Creswell, John. (2007). Qualitative Inquiry and Research Design: Choosing Among Five
Approaches, 2nd Edition. Sage Publications.
Davis, P. L. (2010). Navigating uncharted waters – the effect of mentoring on the success and
retention of first-generation college students at two Texas community colleges: A case
study. (Doctorial dissertation). Available from ProQuest Dissertations and Theses
database. (UMI No. 3423813)
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Resources …continued
DiMaggio, P., & Mukhtar, T. (2004). Arts participation as cultural capital in the United States,
1982-2002: Signs of decline? Poetics 32(2), 169-194.
Fast facts. (n.d.). IES National Center for Education Statistics. Retrieved from
http://nces.ed.gov/fastfacts/display.asp?id=51
Frances, S. (2009). Older adults and life-long learning: women over 50 engaged in postbaccalaureate study – a phenomenological inquiry. (Doctorial dissertation).
Francis, T., & Miller, M. (2008). Communication apprehension: levels of first-generation
college students at 2-year institutions. Community College Journal of Research and
Practice, 32, 38-55. doi: 10.1080/10668920701746688
Gatto, L. (2009). An exploratory, phenomenological study of the lived experience of firstgeneration female students. (Master’s Thesis, University of Guelph (Canada). Retrieved
from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/2048
Hennink, M., Hutter, I., Bailey, A. (2011). Ethical issues in qualitative research. Qualitative
research methods. (pp. 61-77). London: Sage
Hew K., & Wing, S. (2003). Models to evaluate online learning communities of
asynchronous discussion forums. Australian Journal of Educational Technology, 19(2),
241-259. Retrieved from http://www.ascilite.org.au/ajet/ajet19/hew.html
Hightower, D. R. (2007). Toward creating anomalies: Examining institutional factors that
cultivate educational resilience among low-income, first-generation students. (Doctoral
dissertation). Available from ProQuest Dissertations and Theses database. (UMI No.
3272454)
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Resources
Ishitani, T. T. (2006). Studying attrition and degree completion behavior among firstgeneration college students in the United States. Journal of Higher Education, 77(5), 861885.
Lowery-Hart, R., & Pacheco, G. (2011). Understanding the first-generation student
experience in higher education through a relational dialectic perspective. New
Directions for Teaching & Learning, 2011(127), 55-68.
Pascarella, E., Pierson, C., Wolniak, G. & Terenzini, P. (2004). First-generation college
students: additional evidence on college experiences and outcomes. The Journal of
Higher Education. 75 (3).
Prospero M., Vohra-Gupta S. (2007). First Generation college students: Motivation,
integration, and academic achievement. Community College Journal of Research and
Practice. Doi: 10.1080/10668920600902051.
Tinto, V. (2003). Learning better together: the impact of learning communities on student
success. Retrieved from http://faculty.soe.syr.edu/vtinto/
The condition of education: Postsecondary expectations of 12th graders. (2011).
Retrieved from http://nces.ed.gov/programs/coe/indicator_ect.asp
Upcraft, M.L., Gardner, J.N., & Barefoot, B.O. (2004). Challenging and supporting the firstyear student: A handbook for improving the first year of college. San Francisco: JosseyBass.
Woosley, S. A. & Miller, A. L. (2009). Integration and institutional commitment as predictors
of college student transition: are third week indicators significant? College Student
Journal, 43(4), 1260-1271.
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Appendix
Research questions:
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Topic: Exploration of FGS exposure to art/design world
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Describe to me how you came to the decision to pursue an art/design major. (probe:
key individuals, activities, challenges)
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Topic: Exploration of FGS student experience
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Before you started your degree, what did you think it would be like to be an art student?
(probe: how they got information, who they got information from)
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How did the experience of being an art/design student differ from your expectations?
(probe: difference between actual and expectations, how did they adapt to the
differences)
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Topic: Exploration of social support in college
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Tell me about the friends you had during college. (probe: influence of friends, support
of friends, cultural capital, friendship challenges, differences between college and
precollege friendships)
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Tell me about your family? (probe for influence, support, lack of support, challenges.)
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You were asked to bring an item to the interview that reminds you of your time in
college. Can you tell me about the item you brought and what it means to you.