A Narrative Inquiry: Exploring the Lived Experiences of Traditional-Age First-Generation Students in the Sophomore Year Following the Completion of a First-Year Seminar

Autor/in	Warren, Sharyn L.
Titel	A Narrative Inquiry: Exploring the Lived Experiences of Traditional-Age First-Generation Students in the Sophomore Year Following the Completion of a First-Year Seminar
Quelle	(2022), (147 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Alverno College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-9266-3
Schlagwörter	Hochschulschrift; Dissertation; First Generation College Students; Undergraduate Students; First Year Seminars; Student Experience; Private Colleges; Student Development; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienerfahrung; Privathochschule
Abstract	After completing the first-year seminar, this qualitative research study explored traditional first-generation students' lived experiences in their sophomore year. The second year of college is primarily viewed as challenging and difficult for sophomores. Nevertheless, colleges and universities tend to provide less support to sophomore students than they provided in their first year. This narrative inquiry used Schaller's sophomore development theory as the theoretical framework to understand the lived experiences of ten students at a private liberal arts college in the Midwest. The research data were derived from in-depth individual interviews. In addition, an analysis of the qualitative data was used to understand their experiences in the second year. The study's findings showed that traditional-age first-generation sophomores move through developmental stages and need support beyond the first year. Furthermore, the study revealed that while these students underwent developmental changes and met academic expectations, the support and guidance lessened. The findings provide higher education leaders with information about this population of students, offering suggestions on programming and services to promote persistence and retention relevant to traditional-age first-generation students. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01