This dissertation was a case study of four community college women who were first in their families to attend college. Through this study, the “first-generation” construct was analyzed in regard to its uses and limits. The researcher found the label as an identifier becomes problematic through social discourse. These results confirm London’s (1996) finding that students themselves do not necessarily find anything unique about their situations or anything in common with other students simply based on their being the first in their families to attend college. Therefore, the “first-generation” construct may be viewed primarily as a higher education versus an individual construct. This study further explored the ways in which the participants constructed their own identities and challenges related to participation and persistence. A significant finding was participants’ distinctions of their career and academic identities. Another significant finding was the students’ expressions of personal control over their finances and life choices in general. All four of the students held positive outlooks for their futures regarding gaining more independence, achieving their personal or professional goals, and becoming “smarter.” None of the four students viewed themselves as powerless or at risk.
","abstract_html":"<p>This dissertation was a case study of four community college women who were first in their families to attend college. Through this study, the “first-generation” construct was analyzed in regard to its uses and limits. The researcher found the label as an identifier becomes problematic through social discourse. These results confirm London’s (1996) finding that students themselves do not necessarily find anything unique about their situations or anything in common with other students simply based on their being the first in their families to attend college. Therefore, the “first-generation” construct may be viewed primarily as a higher education versus an individual construct. This study further explored the ways in which the participants constructed their own identities and challenges related to participation and persistence. A significant finding was participants’ distinctions of their career and academic identities. Another significant finding was the students’ expressions of personal control over their finances and life choices in general. All four of the students held positive outlooks for their futures regarding gaining more independence, achieving their personal or professional goals, and becoming “smarter.” None of the four students viewed themselves as powerless or at risk.</p>","abstract_has_math":false,"creators":["Lee, Crystal Deer"],"institution":"Educational Leadership, Research and Counseling","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-01-01T08:00:00Z","date_published":"2007-01-01T08:00:00Z","updated_at":"2026-07-24T02:59:31Z","subjects":["community college","participation","involvement","persistence","identity","women","first-generation"],"languages":[],"rights":["unrestricted","Release the entire work immediately for access worldwide."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-04052007-102159","https://repository.lsu.edu/gradschool_dissertations/1409"],"render_values":[{"text":"etd-04052007-102159","href":null,"code":true},{"text":"https://repository.lsu.edu/gradschool_dissertations/1409","href":"https://repository.lsu.edu/gradschool_dissertations/1409","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.31390/gradschool_dissertations.1409","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Lee, Crystal Deer"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2007-03-07"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-12T23:12:02Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Educational Leadership, Research and Counseling"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["community college","participation","involvement","persistence","identity","women","first-generation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","Release the entire work immediately for access worldwide."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-04052007-102159","10.31390/gradschool_dissertations.1409","https://repository.lsu.edu/gradschool_dissertations/1409"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation was a case study of four community college women who were first in their families to attend college. Through this study, the “first-generation” construct was analyzed in regard to its uses and limits. The researcher found the label as an identifier becomes problematic through social discourse. These results confirm London’s (1996) finding that students themselves do not necessarily find anything unique about their situations or anything in common with other students simply based on their being the first in their families to attend college. Therefore, the “first-generation” construct may be viewed primarily as a higher education versus an individual construct. This study further explored the ways in which the participants constructed their own identities and challenges related to participation and persistence. A significant finding was participants’ distinctions of their career and academic identities. Another significant finding was the students’ expressions of personal control over their finances and life choices in general. All four of the students held positive outlooks for their futures regarding gaining more independence, achieving their personal or professional goals, and becoming “smarter.” None of the four students viewed themselves as powerless or at risk.
"]},{"key":"dc:title","label":"Title","values":["Hope for today and tomorrow: identity construction power, and persistence of community college women who are first in their families to attend college"]}]}],"canonical_facts":{"dc:creator":["Lee, Crystal Deer"],"dc:date":["2007-03-07"],"dc:date.available":["2022-05-12T23:12:02Z"],"dc:description.abstract":["This dissertation was a case study of four community college women who were first in their families to attend college. Through this study, the “first-generation” construct was analyzed in regard to its uses and limits. The researcher found the label as an identifier becomes problematic through social discourse. These results confirm London’s (1996) finding that students themselves do not necessarily find anything unique about their situations or anything in common with other students simply based on their being the first in their families to attend college. Therefore, the “first-generation” construct may be viewed primarily as a higher education versus an individual construct. This study further explored the ways in which the participants constructed their own identities and challenges related to participation and persistence. A significant finding was participants’ distinctions of their career and academic identities. Another significant finding was the students’ expressions of personal control over their finances and life choices in general. All four of the students held positive outlooks for their futures regarding gaining more independence, achieving their personal or professional goals, and becoming “smarter.” None of the four students viewed themselves as powerless or at risk.
"],"dc:identifier":["etd-04052007-102159","10.31390/gradschool_dissertations.1409","https://repository.lsu.edu/gradschool_dissertations/1409"],"dc:rights":["unrestricted","Release the entire work immediately for access worldwide."],"dc:subject":["community college","participation","involvement","persistence","identity","women","first-generation"],"dc:title":["Hope for today and tomorrow: identity construction power, and persistence of community college women who are first in their families to attend college"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"],"thesis:institution_name":["Educational Leadership, Research and Counseling"]},"updated_at":"2026-07-24T02:59:31Z"}