This dissertation examines how K–12 educators can better support first-generation college students by identifying the characteristics that promote success and developing early interventions using Wagner et al.’s (2006) 4 C’s model: Competencies, Conditions, Culture, and Context. Guided by Michael Quinn Patton’s Utilization-Focused Evaluation (UFE), it closely investigates how factors such as family background, academic preparation, finances, and social support shape first-generation students’ capacity to persist and excel in college. The research draws on interviews with first-generation doctoral students, offering a detailed, first-hand account of their educational journeys from early schooling through advanced degrees. Notably, the findings highlight the importance of strengthening core academic skills that include reading comprehension, math proficiency, and executive functioning at the earliest stages, creating school environments that truly foster high-impact learning, cultivating a culture characterized by resilience and self-advocacy, and aligning the broader learning context with first-generation students’ lived experiences. This dissertation proposes targeted strategies across elementary, middle, and high school settings, including mentorship programs, financial literacy initiatives, and project-based learning opportunities that help clarify pathways to higher education. The policy recommendations address systemic funding gaps and underscore the importance of strong local community partnerships, ensuring that all students, particularly first-generation college students, receive the support needed to become college-ready. By integrating the 4 C’s framework and aligning this framework with current research on first-generation student development, the dissertation offers practical, evidence-based guidance for K–12 schools aiming to enhance college preparedness, close achievement gaps, and support each student’s long-term academic success.
","abstract_html":"<p>This dissertation examines how K–12 educators can better support first-generation college students by identifying the characteristics that promote success and developing early interventions using Wagner et al.’s (2006) 4 C’s model: Competencies, Conditions, Culture, and Context. Guided by Michael Quinn Patton’s Utilization-Focused Evaluation (UFE), it closely investigates how factors such as family background, academic preparation, finances, and social support shape first-generation students’ capacity to persist and excel in college. The research draws on interviews with first-generation doctoral students, offering a detailed, first-hand account of their educational journeys from early schooling through advanced degrees. Notably, the findings highlight the importance of strengthening core academic skills that include reading comprehension, math proficiency, and executive functioning at the earliest stages, creating school environments that truly foster high-impact learning, cultivating a culture characterized by resilience and self-advocacy, and aligning the broader learning context with first-generation students’ lived experiences. This dissertation proposes targeted strategies across elementary, middle, and high school settings, including mentorship programs, financial literacy initiatives, and project-based learning opportunities that help clarify pathways to higher education. The policy recommendations address systemic funding gaps and underscore the importance of strong local community partnerships, ensuring that all students, particularly first-generation college students, receive the support needed to become college-ready. By integrating the 4 C’s framework and aligning this framework with current research on first-generation student development, the dissertation offers practical, evidence-based guidance for K–12 schools aiming to enhance college preparedness, close achievement gaps, and support each student’s long-term academic success.</p>","abstract_has_math":false,"creators":["Harmon, Christopher"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-06-01T07:00:00Z","date_published":"2025-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:38Z","subjects":["Other Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/898","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["Harmon, Christopher"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-06-21T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. 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The research draws on interviews with first-generation doctoral students, offering a detailed, first-hand account of their educational journeys from early schooling through advanced degrees. Notably, the findings highlight the importance of strengthening core academic skills that include reading comprehension, math proficiency, and executive functioning at the earliest stages, creating school environments that truly foster high-impact learning, cultivating a culture characterized by resilience and self-advocacy, and aligning the broader learning context with first-generation students’ lived experiences. This dissertation proposes targeted strategies across elementary, middle, and high school settings, including mentorship programs, financial literacy initiatives, and project-based learning opportunities that help clarify pathways to higher education. The policy recommendations address systemic funding gaps and underscore the importance of strong local community partnerships, ensuring that all students, particularly first-generation college students, receive the support needed to become college-ready. By integrating the 4 C’s framework and aligning this framework with current research on first-generation student development, the dissertation offers practical, evidence-based guidance for K–12 schools aiming to enhance college preparedness, close achievement gaps, and support each student’s long-term academic success.
"]},{"key":"dc:title","label":"Title","values":["Identifying Success Characteristics of First-Generation College Students: A Framework for Early Intervention in K-12 Education."]}]}],"canonical_facts":{"dc:contributor":["Dr. Elizabeth Minor"],"dc:creator":["Harmon, Christopher"],"dc:date.available":["2025-06-21T07:00:00Z"],"dc:description.abstract":["This dissertation examines how K–12 educators can better support first-generation college students by identifying the characteristics that promote success and developing early interventions using Wagner et al.’s (2006) 4 C’s model: Competencies, Conditions, Culture, and Context. Guided by Michael Quinn Patton’s Utilization-Focused Evaluation (UFE), it closely investigates how factors such as family background, academic preparation, finances, and social support shape first-generation students’ capacity to persist and excel in college. The research draws on interviews with first-generation doctoral students, offering a detailed, first-hand account of their educational journeys from early schooling through advanced degrees. Notably, the findings highlight the importance of strengthening core academic skills that include reading comprehension, math proficiency, and executive functioning at the earliest stages, creating school environments that truly foster high-impact learning, cultivating a culture characterized by resilience and self-advocacy, and aligning the broader learning context with first-generation students’ lived experiences. This dissertation proposes targeted strategies across elementary, middle, and high school settings, including mentorship programs, financial literacy initiatives, and project-based learning opportunities that help clarify pathways to higher education. The policy recommendations address systemic funding gaps and underscore the importance of strong local community partnerships, ensuring that all students, particularly first-generation college students, receive the support needed to become college-ready. By integrating the 4 C’s framework and aligning this framework with current research on first-generation student development, the dissertation offers practical, evidence-based guidance for K–12 schools aiming to enhance college preparedness, close achievement gaps, and support each student’s long-term academic success.
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