This qualitative exploratory research study investigated the experiences of first-generation community college students who met specific momentum points toward transferring to a four-year university. The study participants completed 30 units and attended three consecutive semesters of college. In addition, the participants completed transferable levels of English and mathematics and maintained a GPA of 2.0 or higher. Four challenge themes and five discovery themes emerged from the data analysis. The study participants faced the following challenges: (a) managing expenses, (b) feeling alone, (c) overcoming obstacles, and (d) maintaining motivation.
Study participants made the following discoveries: (a) how to pay for college, (b) accessing college resources, (c) how to overcome obstacles, (d) the drive to complete college, and (e) hope for the future. The findings of this study inform community college policy and practice, and they highlight the need for inclusion of first-generation student status to inform equity policies and plans to address equity, disparities and disproportionate impact. Practices such as increasing face-to-face processes for students as they start college, supporting involvement of families in the college orientation process, providing early alert programs to make students aware of their need to seek assistance, and
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 77/02(E), Dissertation Abstracts International|
|Subjects:||Community college education, Educational leadership, Education|
|Keywords:||Community College, First-Generation, Momentum Points, Persistence, Retention, Transer|
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