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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2024
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| Online Access: | https://eric.ed.gov/?id=ED664898 |
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| _version_ | 1867181674410803200 |
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| author | Keith R. Lott |
| author_facet | Keith R. Lott Keith R. Lott |
| collection | Education Resources Information Center |
| contents | The Influence of Support Systems on First Year, First-Generation Minority College Students' Academic Success Keith R. Lott Minority Group Students First Generation College Students College Freshmen Universities Academic Support Services Student Personnel Services Social Networks Social Support Groups Academic Achievement Student Attitudes Library Role African American Students Blacks Hispanic American Students Interpersonal Relationship School Transition Performance Factors The purpose of this qualitative single case study was to explore how first-year, first-generation minority college students at a large university in North Texas perceived the influence of student support services, student academic services, and social networks on their academic success. Three research questions guided this study: RQ1: How do minority first-year, first-generation college students (FGCS) perceive the influence of student support services (i.e., counseling, financial aid, TRIO) on their academic success? RQ2: How do minority first-year, FGCS perceive the influence of academic support services (i.e., tutoring, writing center, library) on their academic success? RQ3: How do minority first-year, FGCS perceive the influence of social networks (i.e., family, friends, and social affiliations) on their academic success? The study utilized three sources of data including open-ended questionnaires, one-on-one semi-structured Zoom interviews, and a Zoom focus group. The sample consisted of 33 first-year, FGCS participants who completed the open-ended questionnaire and met the criteria of being Black or African American, Hispanic, or Latino. Six students participated in the one-on-one semi-structured Zoom interviews, and six participated in the Zoom focus group, all qualified based on their online open-ended questionnaire responses. Data analysis in this study followed Yin's Five Phases of Data Analysis which revealed four themes: Transition Support, Academic Support Services, Connectedness, and Social Interactions. Study results showed that minority first-year, FGCS perceive that student support services, academic support services, and social networks influence their academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| format | Recurso educativo Open Access |
| id | eric_ED664898 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2024 |
| record_format | eric |
| spellingShingle | The Influence of Support Systems on First Year, First-Generation Minority College Students' Academic Success Keith R. Lott Minority Group Students First Generation College Students College Freshmen Universities Academic Support Services Student Personnel Services Social Networks Social Support Groups Academic Achievement Student Attitudes Library Role African American Students Blacks Hispanic American Students Interpersonal Relationship School Transition Performance Factors The Influence of Support Systems on First Year, First-Generation Minority College Students' Academic Success Keith R. Lott Minority Group Students First Generation College Students College Freshmen Universities Academic Support Services Student Personnel Services Social Networks Social Support Groups Academic Achievement Student Attitudes Library Role African American Students Blacks Hispanic American Students Interpersonal Relationship School Transition Performance Factors The purpose of this qualitative single case study was to explore how first-year, first-generation minority college students at a large university in North Texas perceived the influence of student support services, student academic services, and social networks on their academic success. Three research questions guided this study: RQ1: How do minority first-year, first-generation college students (FGCS) perceive the influence of student support services (i.e., counseling, financial aid, TRIO) on their academic success? RQ2: How do minority first-year, FGCS perceive the influence of academic support services (i.e., tutoring, writing center, library) on their academic success? RQ3: How do minority first-year, FGCS perceive the influence of social networks (i.e., family, friends, and social affiliations) on their academic success? The study utilized three sources of data including open-ended questionnaires, one-on-one semi-structured Zoom interviews, and a Zoom focus group. The sample consisted of 33 first-year, FGCS participants who completed the open-ended questionnaire and met the criteria of being Black or African American, Hispanic, or Latino. Six students participated in the one-on-one semi-structured Zoom interviews, and six participated in the Zoom focus group, all qualified based on their online open-ended questionnaire responses. Data analysis in this study followed Yin's Five Phases of Data Analysis which revealed four themes: Transition Support, Academic Support Services, Connectedness, and Social Interactions. Study results showed that minority first-year, FGCS perceive that student support services, academic support services, and social networks influence their academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| title | The Influence of Support Systems on First Year, First-Generation Minority College Students' Academic Success |
| topic | Minority Group Students First Generation College Students College Freshmen Universities Academic Support Services Student Personnel Services Social Networks Social Support Groups Academic Achievement Student Attitudes Library Role African American Students Blacks Hispanic American Students Interpersonal Relationship School Transition Performance Factors |
| url | https://eric.ed.gov/?id=ED664898 |