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ERIC Number: ED564688
Record Type: Non-Journal
Publication Date: 2013
Pages: 141
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-3142-9
ISSN: N/A
Identifying the Strengths, Needs, and Barriers to Student Success for First Generation, Low-Income, First Year College Students
Hayes, Linda A.
ProQuest LLC, Ed.D. Dissertation, Northern Kentucky University
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A