This study examined the role of a federally funded, TRIO Student Support Services (SSS) program designed to increase the retention and persistence of first-generation, low income students at a large, public university.
While there is ample research focusing on the effectiveness of the SSS programs, there are few qualitative studies presenting the student participants' perspective about their experiences with the services provided. The participants (n=20) in this study were divided into two groups: 10 students who had participated in a 5 week, summer bridge program, and 10 students with similar characteristics but who did not actively participate in the SSS program.
Findings suggested that from the perspective of the first-generation and low-income college students in this study, support programs assisted them with finding a community on campus, offered validating experiences that fostered involvement, and promoted a sense of belonging that encouraged retention and persistence.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 73/06, Dissertation Abstracts International|
|Keywords:||First-generation students, Involvement, Low-income, Persistence, Validation|
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