First-generation college students possess barriers within academics that may be unique to the population. This thesis seeks to understand how instructors and advisors can use the memorable messages framework to encourage first-generation college students to attend graduate school despite barriers the students may possess. Thirteen first-generation college/graduate students were interviewed regarding their decisions to attend graduate school. Specifically, interviewees were asked if they received memorable messages from an outside source which encouraged them to pursue a master’s degree. A majority of participants stated they had received a particular message from either an instructor or academic advisor. These messages tended to be one of two types: action-oriented or encouraging messages. Implications based on findings are discussed, as well as directions for future research.
","abstract_html":"<p>First-generation college students possess barriers within academics that may be unique to the population. This thesis seeks to understand how instructors and advisors can use the memorable messages framework to encourage first-generation college students to attend graduate school despite barriers the students may possess. Thirteen first-generation college/graduate students were interviewed regarding their decisions to attend graduate school. Specifically, interviewees were asked if they received memorable messages from an outside source which encouraged them to pursue a master’s degree. A majority of participants stated they had received a particular message from either an instructor or academic advisor. These messages tended to be one of two types: action-oriented or encouraging messages. Implications based on findings are discussed, as well as directions for future research.</p>","abstract_has_math":false,"creators":["Voges, Kaitlyn"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Thesis - Open Access","degree_discipline":"Communication Studies and Theatre","degree_department":null,"school":null,"contributors":["Karla HUnter"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-01T08:00:00Z","date_published":"2017-01-01T08:00:00Z","updated_at":"2026-07-24T04:28:43Z","subjects":["Communication"],"languages":["en"],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"https://openprairie.sdstate.edu/etd/1199","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Karla HUnter"]},{"key":"dc:creator","label":"Author","values":["Voges, Kaitlyn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-05-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication Studies and Theatre"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Communication"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://openprairie.sdstate.edu/etd/1199"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["First-generation college students possess barriers within academics that may be unique to the population. This thesis seeks to understand how instructors and advisors can use the memorable messages framework to encourage first-generation college students to attend graduate school despite barriers the students may possess. Thirteen first-generation college/graduate students were interviewed regarding their decisions to attend graduate school. Specifically, interviewees were asked if they received memorable messages from an outside source which encouraged them to pursue a master’s degree. A majority of participants stated they had received a particular message from either an instructor or academic advisor. These messages tended to be one of two types: action-oriented or encouraging messages. Implications based on findings are discussed, as well as directions for future research.
"]},{"key":"dc:title","label":"Title","values":["Graduate School Decisions: The Impact of Out-of-class Communication on First-generation College Students"]}]}],"canonical_facts":{"dc:contributor":["Karla HUnter"],"dc:creator":["Voges, Kaitlyn"],"dc:date.available":["2017-05-11T07:00:00Z"],"dc:description.abstract":["First-generation college students possess barriers within academics that may be unique to the population. This thesis seeks to understand how instructors and advisors can use the memorable messages framework to encourage first-generation college students to attend graduate school despite barriers the students may possess. Thirteen first-generation college/graduate students were interviewed regarding their decisions to attend graduate school. Specifically, interviewees were asked if they received memorable messages from an outside source which encouraged them to pursue a master’s degree. A majority of participants stated they had received a particular message from either an instructor or academic advisor. These messages tended to be one of two types: action-oriented or encouraging messages. Implications based on findings are discussed, as well as directions for future research.
"],"dc:identifier":["https://openprairie.sdstate.edu/etd/1199"],"dc:language":["en"],"dc:rights":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Communication"],"dc:title":["Graduate School Decisions: The Impact of Out-of-class Communication on First-generation College Students"],"thesis:degree_discipline":["Communication Studies and Theatre"],"thesis:degree_level":["Thesis - Open Access"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T04:28:43Z"}