First-generation college students from the Appalachian region may be at risk in terms of their successful transition from home to college and in their persistence to graduation. I investigated possible influences on the college experiences of a purposeful sample of 10 Walters State Community College students. Participants were of diverse ethnicity, included both genders, and ranged in age from 18 to 45 years. In-depth interviews were conducted to aid in a narrative study that explored their experiences and the obstacles they faced in the college environment.
Many of the findings of this study concur with the review of the literature in that socioeconomic and generational status play a role in Appalachian students' college experience. This study, unlike the review of literature, found that the families of many first-generation students not only recognize the value of a college education, but also fully support the academic endeavors of their college students.
","abstract_html":"<p>First-generation college students from the Appalachian region may be at risk in terms of their successful transition from home to college and in their persistence to graduation. I investigated possible influences on the college experiences of a purposeful sample of 10 Walters State Community College students. Participants were of diverse ethnicity, included both genders, and ranged in age from 18 to 45 years. In-depth interviews were conducted to aid in a narrative study that explored their experiences and the obstacles they faced in the college environment.</p><p>Many of the findings of this study concur with the review of the literature in that socioeconomic and generational status play a role in Appalachian students' college experience. This study, unlike the review of literature, found that the families of many first-generation students not only recognize the value of a college education, but also fully support the academic endeavors of their college students.</p>","abstract_has_math":false,"creators":["Gunnin, Kim Lee"],"institution":null,"degree_name":"MALS (Master of Arts in Liberal Studies)","degree_level":"Thesis - restricted","degree_discipline":"Liberal Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-05-03T07:00:00Z","date_published":"2003-05-03T07:00:00Z","updated_at":"2026-07-24T02:19:21Z","subjects":["Appalachian region","first-generation","Education","Educational Assessment, Evaluation, and Research","Liberal Studies"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/735","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Gunnin, Kim Lee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2003-05-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Liberal Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MALS (Master of Arts in Liberal Studies)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Appalachian region","first-generation","Education","Educational Assessment, Evaluation, and Research","Liberal Studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/1892/viewcontent/GunninK012203a.pdf","https://dc.etsu.edu/etd/735"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["First-generation college students from the Appalachian region may be at risk in terms of their successful transition from home to college and in their persistence to graduation. I investigated possible influences on the college experiences of a purposeful sample of 10 Walters State Community College students. Participants were of diverse ethnicity, included both genders, and ranged in age from 18 to 45 years. In-depth interviews were conducted to aid in a narrative study that explored their experiences and the obstacles they faced in the college environment.
Many of the findings of this study concur with the review of the literature in that socioeconomic and generational status play a role in Appalachian students' college experience. This study, unlike the review of literature, found that the families of many first-generation students not only recognize the value of a college education, but also fully support the academic endeavors of their college students.
"]},{"key":"dc:title","label":"Title","values":["The Experience of First-Generation College Students from the Appalachian Region at Walters State Community College."]}]}],"canonical_facts":{"dc:creator":["Gunnin, Kim Lee"],"dc:date.issued":["2003-05-03T07:00:00Z"],"dc:description.abstract":["First-generation college students from the Appalachian region may be at risk in terms of their successful transition from home to college and in their persistence to graduation. I investigated possible influences on the college experiences of a purposeful sample of 10 Walters State Community College students. Participants were of diverse ethnicity, included both genders, and ranged in age from 18 to 45 years. In-depth interviews were conducted to aid in a narrative study that explored their experiences and the obstacles they faced in the college environment.
Many of the findings of this study concur with the review of the literature in that socioeconomic and generational status play a role in Appalachian students' college experience. This study, unlike the review of literature, found that the families of many first-generation students not only recognize the value of a college education, but also fully support the academic endeavors of their college students.
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