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A case study of first-generation, successful college students without access to state-funded support services

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TitleInfo
Title
A case study of first-generation, successful college students without access to state-funded support services
Name (type = personal)
NamePart (type = family)
Neumyer
NamePart (type = given)
Michelle
NamePart (type = date)
1982
DisplayForm
Michelle Neumyer
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RoleTerm (authority = RULIB); (type = text)
author
Name (type = personal)
NamePart (type = family)
Tomlinson-Clarke
NamePart (type = given)
Saundra M
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Saundra M Tomlinson-Clarke
Affiliation
Advisory Committee
Role
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chair
Name (type = personal)
NamePart (type = family)
Garcia
NamePart (type = given)
Nichole M
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Nichole M Garcia
Affiliation
Advisory Committee
Role
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internal member
Name (type = personal)
NamePart (type = family)
Sargent
NamePart (type = given)
Tanja C
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Tanja C Sargent
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Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
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2020
DateOther (type = degree); (qualifier = exact); (encoding = w3cdtf)
2020-10
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract
This case study analysis explored the experience of senior level first-generation college students without access to intensive academic support programs for first-generation students at a northeast public research university. This study asked the question: how do senior college students who identify as both first-generation and are not served by income-based first-generation programming navigate the college experience? It examined their experience of college admission, the financial aid process, academic life, social life, and future/career preparation in order to gain an understanding of how they got to senior year successfully through a social and cultural capital lens. 13 fourth year students were interviewed. All participants shared a few characteristics: all were traditional college age, reported cumulative grade point averages that were nearly a B or higher, on track to 4 to 4.5-year graduation timelines, and were overwhelmingly Latinx females. They had varied experiences learning the expectations of college, connecting, and reaching senior year successfully. The participants were motivated to find their way, even in the absence of help from home and amidst learning how to speak to faculty and find mentors. The findings of this study help to shed light on some of the successes that these students have, even after navigating common hurdles. While they experienced barriers, they also exceeded expectations and used their own personal drive and skills to find their way to graduation and high GPAs. This work provides an important reminder to advisors and faculty that first-generation college students are not just one homogenous group, they have many experiences of college, some of which end up as on-time, successful pathways through their own drive and motivation. In addition, suggestions are made for improving service to FGCS who are not served by income-based, first-generation programming.
Subject (authority = RUETD)
Topic
Education, Culture and Society
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_11025
PhysicalDescription
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application/pdf
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text/xml
Extent
1 online resource (vii, 144 pages)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Genre (authority = ExL-Esploro)
ETD doctoral
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-epcf-sa36
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Neumyer
GivenName
Michelle
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2020-06-24 17:06:20
AssociatedEntity
Name
Michelle Neumyer
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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ETD
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windows xp
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DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2020-06-25T11:15:14
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2020-06-25T11:15:14
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