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An exploration of the academic succe...

Wyatt, Erica D.

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An exploration of the academic success and persistence of first-generation, ethnic minority female college students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An exploration of the academic success and persistence of first-generation, ethnic minority female college students./
Author:	Wyatt, Erica D.
Description:	154 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: B.
Contained By:	Dissertation Abstracts International75-05B(E).
Subject:	Psychology, Counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3608823
ISBN:	9781303672620

An exploration of the academic success and persistence of first-generation, ethnic minority female college students.
Wyatt, Erica D.

An exploration of the academic success and persistence of first-generation, ethnic minority female college students. - 154 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: B.

Thesis (Ph.D.)--Capella University, 2014.

First-generation college students are considered an at-risk population because they enter into the college environment with needs that are not often met by traditional programs and services (Folger, Carter, & Chase, 2004). These students are characterized as being underprepared for the challenges of higher education in addition to being less informed about the college culture. First-generation students face financial difficulties and experience challenges in their attempts to integrate academically and socially into the college environment (Choy, 2001; Mehta, et al., 2011). Research has revealed that the academic and social experiences of first-generation students are quite different than those of continuing generation students (Pascarella, et al., 2004; Pascarella, Wolniak, Pierson & Terenzini, 2003). However, in spite of their challenges, first-generation students have proven to be resilient in their academic endeavors (Pascarella et al, 2003). Despite this finding, there is a very limited amount of literature available that examines the experiences of those who have been able to persist in spite of the risk factors associated with being the first in their family to pursue higher education (Olenchak & Hebert, 2002; Stieha, 2010; Longwell-Grice, R. & Longwell-Grice.H., 2008&dot;

ISBN: 9781303672620Subjects--Topical Terms:

1669154
Psychology, Counseling.

An exploration of the academic success and persistence of first-generation, ethnic minority female college students.
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245 1 3 $a An exploration of the academic success and persistence of first-generation, ethnic minority female college students.
300 $a 154 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: B.
500 $a Adviser: Leah Mancuso.
502 $a Thesis (Ph.D.)--Capella University, 2014.
520 $a First-generation college students are considered an at-risk population because they enter into the college environment with needs that are not often met by traditional programs and services (Folger, Carter, & Chase, 2004). These students are characterized as being underprepared for the challenges of higher education in addition to being less informed about the college culture. First-generation students face financial difficulties and experience challenges in their attempts to integrate academically and socially into the college environment (Choy, 2001; Mehta, et al., 2011). Research has revealed that the academic and social experiences of first-generation students are quite different than those of continuing generation students (Pascarella, et al., 2004; Pascarella, Wolniak, Pierson & Terenzini, 2003). However, in spite of their challenges, first-generation students have proven to be resilient in their academic endeavors (Pascarella et al, 2003). Despite this finding, there is a very limited amount of literature available that examines the experiences of those who have been able to persist in spite of the risk factors associated with being the first in their family to pursue higher education (Olenchak & Hebert, 2002; Stieha, 2010; Longwell-Grice, R. & Longwell-Grice.H., 2008&dot;
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710 2 $a Capella University. $b Harold Abel School of Social and Behavioral Sciences. $3 1678347
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