Electronic Theses and Dissertations

Date

2021

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

Committee Chair

Ronald Eric Platt

Committee Member

William Akey

Committee Member

Leigh Harrell-Williams

Committee Member

Edith Gnanadass

Abstract

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 Astins (1999) Student Involvement Theory and Bourdieus (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 students 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.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest

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