Asignación de Función-Status

Colleges and universities actively focus on the enrollment and persistence of students, however, the accomplishment of a higher education degree is “replete with various financial, social, emotional, and psychological challenges” (Greer, 2008, p. 60). As a first generation, low income, minoritized college student, I am a member of multiple “at-risk” communities on a college campus. My undergraduate career offered me a wealth of opportunities – education at a university ranked among the world’s best, access to a myriad of internships and organizations, and a stunning ocean view from my dormitory – but lacked the aspects I needed the most: support and guidance. I struggled to find my place amidst a bounty of students who were not required to work 20 to 40 hours a week to fund their learning, were inherently more prepared for the rigor of a college education, and possessed the knowledge of how to navigate through barriers of access. The lack of support and mentorship I received is evident in my limited success during my undergraduate career; with my non-existent knowledge of higher education and the barriers to first generation, low income students of color, I was unable to recognize the additional aspect my education was lacking. While I experienced educational and personal struggles throughout my undergraduate career, because of my family’s encouragement (and probable intimidation and judgement), withdrawing from college was not considered.

recognize many students do not receive the same type of support from family while struggling through challenging classes, financial hardships, barriers of access, and an unwelcome campus culture or climate. My goal in engaging in this research was to learn how faculty and staff support first generation college students; I am seeking out the resources and support my college education lacked.

As an enrollment services professional, I have aided a myriad of students and families through the college application process and the complexities of financial aid. My master’s degree in marriage and family therapy, while not directly related to the field of education, enhances my ability to be a supportive influence for students in need. My diverse education is an asset to the students I support; most of my interactions with students, other than providing information, involve aspects of therapeutic counseling – creating a supportive environment, being empathetic to students’ struggles, and developing a plan to discover a solution that fits their needs. First generation students possess an increased level of ambition to embrace a new and foreign experience. These students are excited about college and the range of possibilities available after graduation, but additional support and encouragement is needed for academic success and persistence, which is why this research is vital. The relationship between researcher and the participants assists in focusing the analysis (Marvasti, 2014), and as an individual with a connection to the campus, I am in a rare position of possessing a previously established working relationship with the interviewees. My connection to the campus is useful due to the importance of rapport during a qualitative research process (Rubin & Rubin, 2014).

3.9 Researcher Role

I acknowledge the possibility of a preexisting professional relationship with potential participants in the study. An important aspect to qualitative inquiry is the relationship between the researcher and the study participants (Jones, Torres, & Arminio, 2014), and being staff member at an institution similar to Brick University provides me with addition insight to the workings of faculty and staff on a small campus. In addition to accomplishing my research goals, it is my hope that the professional relationship between myself and the study participants will continue to build throughout the process.

3.9.1.1 Reciprocity

The research will be shared with Brick University to highlight the efforts and attitudes that support first generation students to academic success and persistence. An executive summary will be prepared of the study’s significant findings and shared with the larger campus community. Furthermore, it is the researcher’s desire to present the findings at a regional conference.

3.9.1.2 Researcher’s Epistemology

The researcher’s epistemology aligns with a constructivist paradigm. A constructivist paradigm follows the assumption that knowledge is socially constructed by the researcher and researchers should try to understand the lived experiences of the participants (Schwandt, 2000). Additionally, constructivism “emphasizes that research is a product of the values of researchers and cannot be independent of them” (Mertens, 2015, p. 17). By rejecting the idea of an objective reality, constructivist researchers attempt to understand “multiple social constructions of meaning

and knowledge” (Mertens, 2015, p. 18). I believe that knowledge is socially constructed; it is created and developed by individuals and their numerous experiences and interactions.

The purpose of the research is to gain an increased understanding of the types of support provided, as well as the lenses, attitudes, and beliefs faculty and staff believe influence the academic success, persistence, and motivation of first generation students at Brick University. Since, due to the researcher’s epistemology, the study is rooted in constructivism; the findings will provide awareness and guidance for those interested in supporting first generation students’ academic success and persistence.

3.10 Limitations

This study will be conducted at a single institution with a student population of 600 to 700 students. The results of this study cannot be generalized to all higher education institutions. The findings maybe applicable to other “rural”, small, public colleges, but might not apply to larger institutions, as well as private or community colleges.

Furthermore, the researcher is a first generation college student. Assumptions from the data analysis could be influenced by my personal experiences. Additionally, the researcher was a low- income undergraduate student and is a student of color; my lens constitutes a combination of the three demographics. Member checks and peer debriefing will be used to ensure trustworthy findings develop from the analysis of the raw data.

4.0 Results

The structure of support provided to first generation students, as well as faculty and staff lenses and beliefs, was researched at Brick University. Engaging in this research provided a deeper understanding of how faculty and staff believe they influence the academic success of first generation students at a small college campus.

Through the research process, two major areas emerged: personally focused support for first generation students and general support for first generation students. Within each area, themes were identified through the analysis of the interviews. The themes were validation, self-disclosure, connection and communication in the area of personally focused support for first generation students and support in the area of general support for first generation students. These areas and themes assisted in determining how faculty and staff support, encourage, and contribute to the academic success and persistence of first generation college students.