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Factors That Impact First-Generation...

Monks, Laura Denise.

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Factors That Impact First-Generation College Student Engagement While Attending a Technical College.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Factors That Impact First-Generation College Student Engagement While Attending a Technical College./
Author:	Monks, Laura Denise.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	160 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
Contained By:	Dissertations Abstracts International82-12A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28321415
ISBN:	9798738637148

Factors That Impact First-Generation College Student Engagement While Attending a Technical College.
Monks, Laura Denise.

Factors That Impact First-Generation College Student Engagement While Attending a Technical College. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 160 p.

Source: Dissertations Abstracts International, Volume: 82-12, Section: A.

Thesis (Ed.D.)--The University of Memphis, 2021.

This item must not be sold to any third party vendors.

First-generation college students are associated with lower educational outcomes leading to decreased career aspirations. Student engagement has been linked to positive college retention outcomes. The present study surveyed 6,421 technical and two-year college students, who were in their first term of college, to determine if there are differences in the factors that impact student engagement of those students that identify as first-generation or continuing generation. Framed by Astin's (1999) Student Involvement Theory and Bourdieu's (1986) Social Capital Theory, and using a quantitative, non-experimental correlational design with a cross-sectional survey, this study examined several constructs from the student engagement conceptual model proposed by Lam, Wong, Yang, and Lui (2012). The constructs consisted of the student's perceived college involvement, academic preparedness, competence, family support, faculty support, motivations to attend school, and sense of belonging. Due to the small effect sizes in the analysis, the findings indicate and may contribute to the literature by highlighting the point that there is not a need to design different types of student success or retention strategies for first-generation college students attending a technical college and such strategies are likely to provide the same results at either a technical college or a two-year college.

ISBN: 9798738637148Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Technical college

Factors That Impact First-Generation College Student Engagement While Attending a Technical College.
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520 $a First-generation college students are associated with lower educational outcomes leading to decreased career aspirations. Student engagement has been linked to positive college retention outcomes. The present study surveyed 6,421 technical and two-year college students, who were in their first term of college, to determine if there are differences in the factors that impact student engagement of those students that identify as first-generation or continuing generation. Framed by Astin's (1999) Student Involvement Theory and Bourdieu's (1986) Social Capital Theory, and using a quantitative, non-experimental correlational design with a cross-sectional survey, this study examined several constructs from the student engagement conceptual model proposed by Lam, Wong, Yang, and Lui (2012). The constructs consisted of the student's perceived college involvement, academic preparedness, competence, family support, faculty support, motivations to attend school, and sense of belonging. Due to the small effect sizes in the analysis, the findings indicate and may contribute to the literature by highlighting the point that there is not a need to design different types of student success or retention strategies for first-generation college students attending a technical college and such strategies are likely to provide the same results at either a technical college or a two-year college.
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