This participatory action research needs assessment was to empower the students in a large urban research university to explore and to identify the strengths of the program, to identify the needs, and to identify the barriers to student success during their first year of college. Using qualitative methods of Group Level Interviews (GLA) and personal success narratives, low-income first generation college students engaged as advocates for improvements to a residential student support services program to benefit future first year students. Constant comparative analysis with open coding was used to analyze the data. The analysis of data revealed: (strengths) self-efficacy relating to self-confidence, reaching out, proactive planning, support, community, and personal effort; (needs) empathic leadership, support, and community; (barriers) stress pertaining to their grades, obstacles and distractions, time management, and transition to college. Overarching themes emerged as 1) community, 2) empathic leadership, 3) self-efficacy, and 4) time management.
|Advisor:||Altekruse, Michael, Allen, James|
|School:||Northern Kentucky University|
|School Location:||United States -- Kentucky|
|Source:||DAI-A 75/04(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Higher education|
|Keywords:||And barriers, College persistence, First generation college students, First year college students, Needs, Perceptions of strengths, Student retention, Student success|
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