First-Generation College Student Baccalaureate Attainment: Investigation of a Psychological Model of College Student Retention

<p>This dissertation examined predictors of retention and graduation for first-generation (FG), first-year students at a selective, private, residential university in the northeastern United States. The theoretical framework was Bean and Eaton's (2000, 2001/2002) Psychological Model of College Student Retention. The purpose of the study was to test the Bean and Eaton model and ascertain how students' entry characteristics, experiences, psychological outcomes, attitudes, and intent to return impacted retention and graduation outcomes. Previous research shows that FG students face challenges in persisting (Cataldi et al., 2018; Choy, 2001; Ishitani, 2016); yet it is through graduating from a prestigious four-year institution that they become positioned to realize the personal and life goals that led them to enroll in college (Darling & Smith, 2007; Longwell-Grice et al., 2016). This study was conducted at a private, residential, research university. Data came from institutional records and a student survey. An exploratory factor analysis accounted for most of the survey item variation. Path models demonstrated good fit to the data. Campus experiences impacted psychological outcomes, which—along with importance of graduating—impacted institutional commitment and indirectly, outcomes. Student racial/ethnic identity directly impacted retention, and family stress directly impacted four-year graduation. The study implies that institutions serving FG students should facilitate GPA and progress through academic support, positive engagement with faculty, and collaborative learning. Results also suggest that positive peer interactions in and out of class, in an environment free of racism and discrimination, with a demonstrated institutional commitment to diversity will increase the persistence of FG students. Institutions should leverage research to better understand their FG students to enact supports and environments that are most conducive to their success.</p>

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Higher Education

Year

2021

Author dc:creator

• Wasserman, Timothy

Contributors dc:contributor

• Johnson, Dawn R.

• College environment
• First-generation college students
• Higher education
• Persistence
• Retention models
• Stress
• Education
• Educational Administration and Supervision
• Higher Education Administration

Repository record dc:identifier

https://surface.syr.edu/etd/1342

OAI identifier oai:identifier

oai:surface.syr.edu:etd-2343