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Faculty and Staff's Perceptions of First Generation College Students

Eguavoen, Monique (2020) Faculty and Staff's Perceptions of First Generation College Students. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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A majority of the research focusing on the academic success and persistence of first generation students concentrates on students, and not the faculty, staff, and administrators who support, encourage, and guide them. Through qualitative research, this study sought to determine: how do faculty and staff support first generation students to motivate them to academic success and persistence/completion; what do faculty and staff identify as their most influential attitudes, behaviors, and/or contributions to helping first generation students succeed and persist; and what type of lens do faculty and staff use when motivating first generation students? The study involved the comprehensive examination of interview data from 10 faculty and staff participants at a small college, Brick University (pseudonym). Through an in-depth analysis, the study found that faculty and staff influenced academic success through validation and self-disclosure of experiences, as well as connection, communication, and support of this population to encourage academic success and persistence. Additionally, the research found that faculty and staff used generation neutral, asset-based, and combination asset-based and deficit lenses in their efforts to support first generation students. Furthermore, first generation faculty and staff described behaviors and actions to encourage greater academic success and persistence for first generation students than continuing generation students due to their ability to identify with the population.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Eguavoen, Moniquemod16@pitt.edumod16
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairDeAngelo,
Committee MemberDelale-O'Connor,
Committee MemberSnider,
Date: 17 May 2020
Date Type: Publication
Defense Date: 5 December 2019
Approval Date: 17 May 2020
Submission Date: 5 February 2020
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 135
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: first generation, academic success, persistence, faculty, staff, lens
Date Deposited: 17 May 2020 17:21
Last Modified: 17 May 2020 17:21


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