{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/110428"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/110428","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Perceived Barriers to and Supports for Transfer to a STEM Bachelor's Degree Among Continuing-Generation and First-Generation Community College Students","abstract":"This study examined the social and environmental supports and barriers that community college students perceive during their pursuit of transfer to a four-year college or university for the purpose of completing a bachelor's degree in a STEM (Science Technology Engineering Math) major, and how these factors relate to their perceived likelihood of degree attainment. A total of 307 students across seven Virginia community colleges responded to an online survey including validated instruments for measuring perceived supports, barriers, and persistence intentions. Statistical analyses explored differences between first-generation and continuing-generation student perceptions based on two widely used but contrasting definitions of first-generation college student. The first manuscript addresses differences in student perceptions. First-generation students with no parental college experience had significantly lower reported support scores based on their lower perceived financial resources. No other differences were found. The second manuscript explores the relationship between student support and barrier perceptions and their persistence intentions, or perceived likelihood of successfully completing their degree. The entire sample of community college students demonstrated theory-consistent correlations. However, contrary to most published research that has taken place in the four-year setting, results for first- and continuing-generation subgroups were inconsistent. This study serves as a foundation for further research performed at the community college, where results may vary compared to four-year contexts.","abstract_html":"This study examined the social and environmental supports and barriers that community college students perceive during their pursuit of transfer to a four-year college or university for the purpose of completing a bachelor's degree in a STEM (Science Technology Engineering Math) major, and how these factors relate to their perceived likelihood of degree attainment. A total of 307 students across seven Virginia community colleges responded to an online survey including validated instruments for measuring perceived supports, barriers, and persistence intentions. Statistical analyses explored differences between first-generation and continuing-generation student perceptions based on two widely used but contrasting definitions of first-generation college student. The first manuscript addresses differences in student perceptions. First-generation students with no parental college experience had significantly lower reported support scores based on their lower perceived financial resources. No other differences were found. The second manuscript explores the relationship between student support and barrier perceptions and their persistence intentions, or perceived likelihood of successfully completing their degree. The entire sample of community college students demonstrated theory-consistent correlations. However, contrary to most published research that has taken place in the four-year setting, results for first- and continuing-generation subgroups were inconsistent. 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A total of 307 students across seven Virginia community colleges responded to an online survey including validated instruments for measuring perceived supports, barriers, and persistence intentions. Statistical analyses explored differences between first-generation and continuing-generation student perceptions based on two widely used but contrasting definitions of first-generation college student. The first manuscript addresses differences in student perceptions. First-generation students with no parental college experience had significantly lower reported support scores based on their lower perceived financial resources. No other differences were found. The second manuscript explores the relationship between student support and barrier perceptions and their persistence intentions, or perceived likelihood of successfully completing their degree. The entire sample of community college students demonstrated theory-consistent correlations. However, contrary to most published research that has taken place in the four-year setting, results for first- and continuing-generation subgroups were inconsistent. This study serves as a foundation for further research performed at the community college, where results may vary compared to four-year contexts."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["Most published community college transfer research takes place at four-year colleges and universities, after students have successfully transferred. Less is known about the experiences of students pursuing transfer. This study examined the social and environmental supports and barriers that community college students perceive during their pursuit of transfer to a four-year college or university for the purpose of completing a bachelor's degree in a STEM (Science Technology Engineering Math) major, and how these factors relate to their perceived likelihood of degree attainment. A total of 307 students across seven Virginia community colleges responded to an online survey including validated instruments for measuring perceived supports, barriers, and persistence intentions. Statistical analyses explored differences between first-generation and continuing-generation student perceptions based on two widely used but contrasting definitions of first-generation college student. The entire sample of community college students demonstrated theory-consistent correlations. However, contrary to most published research that has taken place in the four-year setting, results for first- and continuing-generation subgroups were inconsistent. This study serves as a foundation for further research performed at the community college, where results may vary compared to four-year contexts."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Philosophy"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Perceived Barriers to and Supports for Transfer to a STEM Bachelor's Degree Among Continuing-Generation and First-Generation Community College Students"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Bowen, Bradley Davis"],"dc:contributor.committeemember":["Panesar, Harpreet Kaur","Kniola, David J.","Williams, Thomas O."],"dc:contributor.department":["Education, Vocational-Technical"],"dc:creator":["Oliver II, William Robert"],"dc:date.accessioned":["2022-06-04T08:00:37Z"],"dc:date.available":["2022-06-04T08:00:37Z"],"dc:date.issued":["2022-06-03"],"dc:description.abstract":["This study examined the social and environmental supports and barriers that community college students perceive during their pursuit of transfer to a four-year college or university for the purpose of completing a bachelor's degree in a STEM (Science Technology Engineering Math) major, and how these factors relate to their perceived likelihood of degree attainment. A total of 307 students across seven Virginia community colleges responded to an online survey including validated instruments for measuring perceived supports, barriers, and persistence intentions. Statistical analyses explored differences between first-generation and continuing-generation student perceptions based on two widely used but contrasting definitions of first-generation college student. The first manuscript addresses differences in student perceptions. First-generation students with no parental college experience had significantly lower reported support scores based on their lower perceived financial resources. No other differences were found. The second manuscript explores the relationship between student support and barrier perceptions and their persistence intentions, or perceived likelihood of successfully completing their degree. The entire sample of community college students demonstrated theory-consistent correlations. 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A total of 307 students across seven Virginia community colleges responded to an online survey including validated instruments for measuring perceived supports, barriers, and persistence intentions. Statistical analyses explored differences between first-generation and continuing-generation student perceptions based on two widely used but contrasting definitions of first-generation college student. The entire sample of community college students demonstrated theory-consistent correlations. However, contrary to most published research that has taken place in the four-year setting, results for first- and continuing-generation subgroups were inconsistent. 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