Abstract
In this article, the authors describe a multi-site case study of five 4-year postsecondary institutions in Missouri that used evidence-based strategies to support first-generation students in their efforts to persist in and complete college. In the case study, data from qualitative interviews of university administrators in academic and student support services, as well as focus groups of underrepresented students, were analyzed and coded using grounded theory. The resulting themes were compared to prior research on first-generation students, resulting in three broad areas of evidence-based practice with potential to increase college success for first-generation students. These institutional practices included providing (a) a caring and coordinated community of support, (b) early college experiences, and (c) tutoring and mentoring supports. The authors present examples of each practice, along with implications for advancing policy, practice, and scholarship around college persistence and completion for first-generation students.
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