This qualitative study explored the first-year college experience of four first-generation Latinx college students and how they made sense of that experience. The participants were all graduates of a private independent high school in a suburban community, and research was conducted through interviewing the participants. Analyzing their perceptions garnered a deeper understanding of and insight into their lived experience in order to help develop strategies and programs to better support the enrollment, retention and graduation of first-generation Latinx college students. Study findings suggest that future practices at both the high school and the college level should include emphasis on providing culturally congruent outreach to parents, developing cultural competency in faculty and counselors, providing culturally responsive mentoring to students and their families, and including early exposure to the college process and financial aid information to better support these students in attaining their goals.
","abstract_html":"<p>This qualitative study explored the first-year college experience of four first-generation Latinx college students and how they made sense of that experience. The participants were all graduates of a private independent high school in a suburban community, and research was conducted through interviewing the participants. Analyzing their perceptions garnered a deeper understanding of and insight into their lived experience in order to help develop strategies and programs to better support the enrollment, retention and graduation of first-generation Latinx college students. Study findings suggest that future practices at both the high school and the college level should include emphasis on providing culturally congruent outreach to parents, developing cultural competency in faculty and counselors, providing culturally responsive mentoring to students and their families, and including early exposure to the college process and financial aid information to better support these students in attaining their goals.</p>","abstract_has_math":false,"creators":["Scanlan, Ceil"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Shani Beth-Halachmy","Terry Jo Smith","Diane Salmon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-06-01T07:00:00Z","date_published":"2019-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["First-generation Latinx college students","Latinx Education","Cultural humility","Cultural competency","Bilingual, Multilingual, and Multicultural Education","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/408","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Shani Beth-Halachmy","Terry Jo Smith","Diane Salmon"]},{"key":"dc:creator","label":"Author","values":["Scanlan, Ceil"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-09-06T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["First-generation Latinx college students","Latinx Education","Cultural humility","Cultural competency","Bilingual, Multilingual, and Multicultural Education","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/408"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study explored the first-year college experience of four first-generation Latinx college students and how they made sense of that experience. The participants were all graduates of a private independent high school in a suburban community, and research was conducted through interviewing the participants. Analyzing their perceptions garnered a deeper understanding of and insight into their lived experience in order to help develop strategies and programs to better support the enrollment, retention and graduation of first-generation Latinx college students. Study findings suggest that future practices at both the high school and the college level should include emphasis on providing culturally congruent outreach to parents, developing cultural competency in faculty and counselors, providing culturally responsive mentoring to students and their families, and including early exposure to the college process and financial aid information to better support these students in attaining their goals.
"]},{"key":"dc:title","label":"Title","values":["A Phenomenological Study Of The First Year College Experience Of First-generation Latinx Students"]}]}],"canonical_facts":{"dc:contributor":["Shani Beth-Halachmy","Terry Jo Smith","Diane Salmon"],"dc:creator":["Scanlan, Ceil"],"dc:date.available":["2019-09-06T07:00:00Z"],"dc:description.abstract":["This qualitative study explored the first-year college experience of four first-generation Latinx college students and how they made sense of that experience. The participants were all graduates of a private independent high school in a suburban community, and research was conducted through interviewing the participants. Analyzing their perceptions garnered a deeper understanding of and insight into their lived experience in order to help develop strategies and programs to better support the enrollment, retention and graduation of first-generation Latinx college students. Study findings suggest that future practices at both the high school and the college level should include emphasis on providing culturally congruent outreach to parents, developing cultural competency in faculty and counselors, providing culturally responsive mentoring to students and their families, and including early exposure to the college process and financial aid information to better support these students in attaining their goals.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/408"],"dc:subject":["First-generation Latinx college students","Latinx Education","Cultural humility","Cultural competency","Bilingual, Multilingual, and Multicultural Education","Educational Psychology"],"dc:title":["A Phenomenological Study Of The First Year College Experience Of First-generation Latinx Students"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}