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Pioneering journeys: A qualitative ...

Long, William J.

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Pioneering journeys: A qualitative study of first-generation students and their transition to college.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Pioneering journeys: A qualitative study of first-generation students and their transition to college./
Author:	Long, William J.
Description:	220 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0918.
Contained By:	Dissertation Abstracts International66-03A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3166535
ISBN:	0542019833

Pioneering journeys: A qualitative study of first-generation students and their transition to college.
Long, William J.

Pioneering journeys: A qualitative study of first-generation students and their transition to college. - 220 p.

Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0918.

Thesis (Ph.D.)--New York University, 2005.

The entire first year of college has been identified by researchers as critically important, and students' ability to make the transition to college can be predictive of their persistence to degree and their overall academic achievement. It can also impact significantly on their personal development. The transition to college is perhaps more complex and even more vital for students whose parents are not college educated, as their frames of reference differ by virtue of their personal histories. In fact, first-generation college students have been shown in the literature to be at a disadvantage in both their preparation for and adjustment to college.

ISBN: 0542019833Subjects--Topical Terms:

543175
Education, Higher.

Pioneering journeys: A qualitative study of first-generation students and their transition to college.
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245 1 0 $a Pioneering journeys: A qualitative study of first-generation students and their transition to college.
300 $a 220 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0918.
500 $a Director: Joshua Smith.
502 $a Thesis (Ph.D.)--New York University, 2005.
520 $a The entire first year of college has been identified by researchers as critically important, and students' ability to make the transition to college can be predictive of their persistence to degree and their overall academic achievement. It can also impact significantly on their personal development. The transition to college is perhaps more complex and even more vital for students whose parents are not college educated, as their frames of reference differ by virtue of their personal histories. In fact, first-generation college students have been shown in the literature to be at a disadvantage in both their preparation for and adjustment to college.
520 $a The purpose of this study was to extend the realm of current understanding of first-generation students as they undertake the process of transition to college. Qualitative methods were utilized to describe and understand the complex journeys of seven first-generation students from diverse backgrounds. Data collection involved a series of in-depth interviews with each student participant which were carried out as they negotiated the challenges of their new lives as college students. The context for the study was a private, urban, research university. This setting gave particular significance to the study, since previous research has not focused on first-generation students at a private university, where they represent a distinct minority.
520 $a By telling the story of each participant, the study yielded a thick, rich description of their unique backgrounds, their views on education, and their college transition experiences. I sought to understand their lived experiences and attempted to convey meaning through the telling and interpretation of their stories. The analysis suggested several overarching themes which included: the importance of family, sometimes extended or single-parent in makeup; their shared, profound vision of higher education as freedom; a tendency towards deferred involvement in the fullness of college life during transition; the significant role of religion; and challenges in adapting to the culture of higher education, most notably, specific aspects of student culture. Recommendations are provided in an effort to help educators better support first-generation students and their families, as well as suggestions for future research on this population.
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