First-Generation Student Success After Academic Warning: An Exploratory Analysis of Academic Integration, Personal Adjustment, Family and Social Adjustment and Psychological Factors

Abstract

As many as a quarter of undergraduate college students are placed on academic probation at least once during their college career. In addition, first-generation college students are even more at-risk for stopping out or dropping out due to being less academically prepared than their non-first-generation peers. In order to examine factors that influence first generation student academic risk and success, this exploratory study examined the intersection of academic standing and four primary conceptual contributors: academic integration, personal adjustment, family and social adjustment, and psychological factors. Survey data were collected from first generation undergraduate students at an urban research university who were placed on academic probation and those who returned to good standing. Six overarching themes emerged that demonstrate critical importance in first generation student academic success: 1) overall study skills, 2) class attendance 3) health-related issues, 4) financial difficulties, 5) family and personal issues, and 6) physiological symptoms. In addition, these factors appear to have additive and multiplier affects for students. First generation students may be able to overcome one set of factors but each new dimension can further inhibit academic good standing. Recommendations include mandatory advising and college success classes. Running Head: FIRST-GENERATION STUDENT ACADEMIC STANDNG ii Acknowledgements It is hard to believe that I am actually done. I have been working on my doctoral degree for 7 (alright almost 8) years now and it is time to close a very significant chapter in my life. I found this experience to be challenging, humbling, and most importantly character developing. My passion is student success and I feel fortunate to have been able to dedicate many years of my life to researching, writing and studying academically struggling first-generation college students. I realize that I could not have done this on my own. First and foremost, I would like to thank Dr. Christine Cress for her patience, guidance, support and wisdom. She pushed me when I was ready to give up and helped me persevere when I thought I could not do any more. Additionally, I would like to thank my dissertation committee for helping shape my study and supporting me throughout this endeavor. Lastly, I am so appreciative for all of my colleagues and coworkers in Student Affairs and Enrollment Management at Portland State University and more specifically the entire staff of the Advising and Career Services department. They gave me the time and support necessary for me to finish my dissertation, and I know that I could not have done this without them. I am also grateful to all of my friends and family for supporting me during this journey. I know that I have the most loving friends, family and partner that were willing to sacrifice whatever was necessary to help me succeed. These wonderful people have always been there when I needed them and I dedicate this dissertation to all of the amazing people in my life. Running Head: FIRST-GENERATION STUDENT ACADEMIC STANDNG iii