First Generation College Students’ Perceptions of an Academic Retention Program

Lisa Schelbe,Carmella Spinelli,Martin Swanbrow Becker,Denesha Mccray

doi:10.14434/josotl.v19i5.24300

Abstract

This qualitative study examines the perceptions of students enrolled in a campus-based program designed to promote academic success and retention of first generation college students. Method: Twenty-five undergraduate students in the program participated in focus groups and interviews to share their perceptions and experiences. Research team members conducted a thematic analysis on the focus groups and interviews transcripts. Findings: Students reported program components that contributed to their academic success and retention including support, expectations, resources, and preparation. Students also described concerns about how students’ needs changed over time and how students in the program were perceived on campus.

Highlights

First-generation college students are the first in their family to attend college–neither parent has attended college nor has been awarded a college degree (Padgett, Johnson, & Pascarella, 2012; Stebleton, Soria, & Huesman, 2014)
This study examines the perceptions of Schelbe, Swanbrow Becker, Spinelli, and McCray first generation students related to their enrollment in GenOne1, a campus-based program designed to assist first generation college students at a large southeastern university
Few studies examine the experiences of first generation college students from their perspectives (Byrd & MacDonald, 2005; Nichols & Islas, 2015; Reid & Moore, 2008; Stebleton et al, 2014; Swanbrow Becker, Schelbe, Romano, & Spinelli, 2017; Yee, 2016). This study addresses this gap by examining students’ perceptions in terms of how GenOne, a campus-based, first generation college student program developed to promote academic success and retention, impacted their academic performance

Summary

Introduction

First-generation college students are the first in their family to attend college–neither parent has attended college nor has been awarded a college degree (Padgett, Johnson, & Pascarella, 2012; Stebleton, Soria, & Huesman, 2014). First generation students are four times more likely than their peers to drop out at the end of their first year (Engle & Tinto, 2008). A study using national data found at the end of five years in higher education, first generation students are less likely to have remained in college and earned a bachelor’s degree than their peers (Pascarella, Pierson, Wolniak, & Terenzini, 2004). To address this disparity, institutions have increasingly developed programs to increase the academic successes and retention of first generation college students. This study examines the perceptions of Schelbe, Swanbrow Becker, Spinelli, and McCray first generation students related to their enrollment in GenOne, a campus-based program designed to assist first generation college students at a large southeastern university

Methods

Results

Discussion

Conclusion