SUSTITUCIÓN ISOMÓRFICA

The first theme identified was the abundance of shared experiences between FGCCS, whether it was things that led to their academic success or failures. All 15 participants shared experiences from their living environments, employment, personal and professional

relationships, and finances that played a significant role within their everyday lives or thoughts on their future goals. Participants described shared experiences across all three data collection methods that equaled to approximately 276 of the same experiences. All 15 participants

described the feeling of college being a privilege and an honor despite having many struggles to remain in school and earn a college credential. During our one-on-one interview, Rose stated that it was “an honor to be able to attend school for free and become or choose whatever career I wanted. Most people don’t have that choice, and because of it, I feel it’s a privilege and an honor to be at college.” During our focus group, Billy stated that “Nobody in my neighborhood attends

college so just graduating high school is an honor and being at college is a privilege that most don’t experience.”

Additionally, all 15 participants agreed that a college education still remains essential to obtaining prosperity and meeting future workforce demands. Nalani, Reign, Joe, Murphy, Rose, Sara, Stacey, and Becky all stated during their one-on-one interviews that it was important to them to achieve the “American dream.” When I asked Reign what the American dream is, she stated that “In my mind, the American dream is having a job that pays enough. Enough to be able to own a house, a car, and enough income to take care of my family.” Becky, the only

participant who does not want to transfer to a four-year institution because her overall life goals focus on being an entrepreneur, also stated that it was important for her to get her associate degree “because it was part of obtaining the American dream.”

Another major shared theme was the proximity of the college to the participant’s home. This theme had both positive and negative impacts on the participants. Ultimately, participants wanted to be near the college because it helped them financially and with mobility, specifically regarding public transportation and the flexibility to walk to the college. Participants who were not in close proximity to the college faced major barriers that created challenges academically and made it difficult for the student to remain engaged in the co-curricular environment. Stacey, Becky, Jimmy, Nalani, Reign, Cynthia, and Mike, all stated it was imperative that they attended a college that was “near my home.” Jimmy stated during our one-on-one interview that “Family is extremely important to me and being able to live at home and go to school is a priority to me and it provides a major support system that enables me to do well.” Cynthia noted in her narrative prompt that she “believe it is imperative that you do not move away too far from the college, because it will create a major headache for you regarding transportation, especially

during bad weather.” During her one-on-one interview, Reign stated that “When I moved away too far for college, I failed everything. Now that I am closer, I am doing well.” Mike stated that proximity and transportation played a major role in coming to this particular college: “I knew the college well and it was only 5 minutes away from me, so close to me, so ‘okay, well, so why not?’”

Subtheme I: Academic success. Within the major umbrella of shared experiences, a subtheme was identified that focused on the promoters of academic success for FGCCS. All 15 participants admitted that FGCCS’ academic success is influenced by different factors within the learning institutions and the social and economic environment around them. FGCCS students depend on the faculty and advisor mentoring relationship to succeed in their studies. Marc stated during our one-one interview that “As a freshman, you want to try and meet new

people…establish relationships with the administration and your advisors to be successful.” All 15 participants indicated within their narrative prompts that the advice they would provide a FGCCS is to seek their faculty and or academic advisors. Murphy stated that “This individual should be among the immediate people FGCCS students should access, seek advice from, and maintain a proper connection with to gain academic success.” Joe stated that “The relationship maintained between students, faculty, and the education advisors offer a real strategy to prevent them from dropping out.” Sara stated that “Through academic advising, I was able to make better decisions, problem-solve, and goal set to ensure she stayed on track to graduate, all with her academic advisor.”

FGCCS feel isolated at school and need an inclusive living and learning environment that creates a sense of belonging and comfort. During our focus group interview, Jimmy stated that “It was the interactions between me and the faculty and staff that made me feel accepted at the

college. That was first time I thought this school was cool because I went to an engineering club meeting and saw that my teacher was the club advisor; she became a real person to me.”

FGCCS students normally struggle with subjects such as English and mathematics and will often need to take remedial or English as a Second Language (ESL) courses. Due to the nature of their social and economic background, FGCCS need additional assistance when transitioning to college or need assistance in completing a General Education Degree (GED) before they can pursue a higher education degree. Mike depicted an example of the challenges FGCCS face during the transition to college. Mike expressed during our one-on-one interview that “I had got kicked out of my house, so I was working full time and I felt like I just needed to work at that time. And then I lost my job. So that was a whole other thing. I went through some really rough times after that, but I never really kind of got back into school. Like I went to alternative school and then it didn't work out. I didn't complete that.” Mike continued: “I didn't go get my GED. I signed out in 2012 I didn't get my GED until 2016 and that was only because I got a job and then they let me go because they realized I didn't have my GED. And 2 weeks later, I went back and got it.” Reign stated during our one-on-one interviews that “the most

challenging part of transition to college was completing the remedial and ESL course work before I could take credit courses. It was discoursing but the college ESL instructors and learning common made it easier.”

FGCCS endure financial constraints that make it difficult for FGCCS to succeed in education. During our one-on-one interview, Billy stated that “Finance is always a major concern for me.” Sara, Stacey, Cynthia, Reign and Daria all expressed during our focus group that they received financial aid based on their financial hardship, and without it, they would not be able to attend school. During the three methods of data collection, it was very apparent that the awarding

of grants and scholarships from the government play an essential role in ensuring that FGCCS obtain access and are able to succeed in their education.

Jimmy stated within his writing prompt that “Students from families that don’t have income need counseling despite receiving financial aid.” Murphy stated in his writing prompt that “Financial aid requires a process, and students need guidance on filling out the forms, difference in aid awards, and issues on student loans.” During our one-on-one interview, Marc stated that “Financial aid information counseling remains vital for students and helps them to understand the financial issues surrounding them.” In her writing prompt, Nalani wrote that “Poor financial preparation before and after enrolling in colleges will let you know how to prepare financially.” Although many FGCCS have access to financial aid counseling, students still seem to feel that they have inadequate knowledge about the financial aid process, and this undermines their potential to receive grants, loans, and support.

Subtheme II: Barriers to success. Within the major umbrella of shared experiences, another subtheme that materialized focused on the barriers to success for FGCCS. FGCCS experience a variety of barriers that undermine their educational success. This phenomenological study demonstrated that most FGCCS endure education barriers such as negative influencers, financial management challenges, and procrastination. Most FGCS experience challenges in the psychological, financial, professional, and academic domains. Professional mentoring remains critical to students, but not all students inquire about these services. Some students had no links with professionals and did not engage in professional internships, which damaged their

professionalism. All 15 participants expressed feeling like the college did not fully understand their unique life experiences and did not have a system in place that would allow the students to fully acclimate to the college at the beginning of the semester.

The negative influence from families and friends weakens FGCCS’ potential academic success. Cynthia, Stacey, Daria, Sara, Nalani, and Reign all expressed during our focus group interviews that some family members were non-supportive. Cynthia stated during the focus group session that “My cousins are jealous because I didn’t have kids young and dropped out of school.” During our focus group interview, Reign stated that her sisters “look at me differently because I am not married.” Billy stated that “My high school friends don’t go to college and couldn’t support me during difficult times, even if they wanted to; they wouldn’t know how to help or what the struggle is like; they wonder what’s the point of college if it’s going to only place you in debt or place stress in your life. They just don’t understand.” During our one-on-one interview, Murphy stated that “Certain friends has led me to certain behaviors that hurts my chances of graduating and leads me to bad habits in school.” During our one-on-one interview, Becky stated “I didn't grow up in like a supportive family because my parents focused more on working, which supported us financially, but they never encouraged me to go to college or anything like that, and they didn't know what the benefits of going to college or getting an education was.”

FGCCS endure challenges in managing their finances, employment, and school. Twelve out of 15 participants stated that they were managing work and school on a daily basis. Becky, Cynthia, Nalani, Reign, Joe, and Murphy are currently working full-time while attending college. During our one-on-one interview, Mike stated that “There are times like right now, I don't have a dollar to my name, and you know what I'm saying? You just got to make it work and smile.” During our one-on-one interview, Murphy stated that “When I first started the semester, I was working more than full-time and going to school full-time; I had to cut it down because I wasn't

getting enough sleep, but I needed the money.” During our one-on-one interview, Becky stated that “I work 40 hours a week. Three jobs. They're all separate.”

The need to master time management techniques were identified as being a vital tool within all three data collection methods. All 15 participants acknowledged in their writing prompt that mastering time management is a piece of important advice they would provide FGCCS. During her one-on-one interview, Rose stated that “Time management is one aspect that many students struggle to achieve in their daily lives.” During his one-on-one interview, Marc stated that “I think time management is probably top three in things FGCCS should learn while coming to college.” Most students mismanage their time in college. FGCS struggle with time management due to lack of guidance from their parents and peers. During her one-one interview, Stacey stated that “Time management is a skill, and with every skill, it either comes natural or you have to learn it; if you don’t have the right people around to teach it to you, then you are left trying to teach yourself or learn it from friends and family that don’t have the skill themselves.” Joe stated during the focus group that his biggest barrier when it comes to time management is procrastination: “Procrastination is my worst and best friend at times; it’s cool to procrastinate the moment that you’re hanging out or watching television, but trying to get the work done last minute is so overwhelming and it gives you a feeling of major anxiety.”