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FAMILY STRUGGLES AND SUBSTANCE USE AMONG FIRST GENERATION COLLEGE STUDENTS
Title
FAMILY STRUGGLES AND SUBSTANCE USE AMONG FIRST GENERATION COLLEGE STUDENTS.
Creator
Vehabovic, Barbara, Wright, Chrysalis, University of Central Florida
Abstract / Description
The current study seeks to examine the relationship between family struggles, as measured by social class and parental marital status, and substance use among first-generation college students. 902 students from the University of Central Florida participated in an online questionnaire that assessed their social class, parents' marital status, drug and alcohol use, as well as demographic variables. Results indicated a significant positive correlation between substance use and social class as...
Show moreThe current study seeks to examine the relationship between family struggles, as measured by social class and parental marital status, and substance use among first-generation college students. 902 students from the University of Central Florida participated in an online questionnaire that assessed their social class, parents' marital status, drug and alcohol use, as well as demographic variables. Results indicated a significant positive correlation between substance use and social class as well as generational status. Males were also more likely to use drugs and alcohol than females. A regression analysis indicated social class, gender, junior and senior academic years were all identified as significant predictors of drug and alcohol use, whereas college student generational status, parents' marital status, freshmen and sophomore academic years were not. There are various possible explanations that may account for the reasoning behind first-generation students not being vulnerable to substance use, including extensive stressors specific to that population as discussed with previous literature. The findings of the current study can be implicated throughout counseling centers and prevention programs among college campuses in order to decrease the high prevalence of substance use among college students and prevent negative consequences.
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Date Issued
2015
Identifier
CFH0004864, ucf:45489
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004864
An Examination of a College and Career Preparation Program for Low Socioeconomic and First-Generation Students in an Urban School District
Title
An Examination of a College and Career Preparation Program for Low Socioeconomic and First-Generation Students in an Urban School District.
Creator
Gillam, Lucille, Lue, Martha, Vitale, Thomas, Swan, Bonnie, Goodman, Constance, Larsen, James, University of Central Florida
Abstract / Description
The purpose of this study was to determine if the college and career program, in one urban high school setting, was being implemented as intended by the school district. A mixed methods analysis was conducted using student PSAT/SAT scores, interviews, surveys, focus groups, classroom observations and anecdotal notes from the program director. The results were coded to show emerging trends and themes. The results of the analysis showed that portions of the program were being conducted as...
Show moreThe purpose of this study was to determine if the college and career program, in one urban high school setting, was being implemented as intended by the school district. A mixed methods analysis was conducted using student PSAT/SAT scores, interviews, surveys, focus groups, classroom observations and anecdotal notes from the program director. The results were coded to show emerging trends and themes. The results of the analysis showed that portions of the program were being conducted as designed by the school district; however, of the four criteria required to be invited to bet admitted into the program, one was not being implemented correctly at the school site. The district vetted for students who had PSAT scores in the top 15% in the nation, WGPA over 4.0 and on the federal free/reduced list but first-generation students were not being vetted correctly at the school site. Although members of the first graduating class were able to secure admission into top-tier colleges and universities, only approximately 25% of the students in the program would be the first in their families to graduate from college. Thus, the program was not being implemented as designed and may not have been serving the needs of the target population of students for whom the program was designed.
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Date Issued
2019
Identifier
CFE0007638, ucf:52485
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007638
SINGLE PARENT, FIRST-GENERATION COLLEGE STUDENTS WHO TRANSFER TO A BACHELOR'S DEGREE INSTITUTION: A PHENOMENOLOGICAL INVESTIGATION
Title
SINGLE PARENT, FIRST-GENERATION COLLEGE STUDENTS WHO TRANSFER TO A BACHELOR'S DEGREE INSTITUTION: A PHENOMENOLOGICAL INVESTIGATION.
Creator
Snyder, Kevin, Cintron, Rosa, University of Central Florida
Abstract / Description
This qualitative, phenomenological research study was conducted to investigate the influences of self-efficacy on the college experiences and beliefs about capabilities of single parent, first-generation, transfer students. Consistent and strong levels of self-efficacy were revealed within each of the eight participants. Major participant themes identified through the Pattern Recognition Flowchart include that (a) children are a primary source of motivation and influence, (b) education is the...
Show moreThis qualitative, phenomenological research study was conducted to investigate the influences of self-efficacy on the college experiences and beliefs about capabilities of single parent, first-generation, transfer students. Consistent and strong levels of self-efficacy were revealed within each of the eight participants. Major participant themes identified through the Pattern Recognition Flowchart include that (a) children are a primary source of motivation and influence, (b) education is the pathway for a better future and career, (c) participants possess strong academic and personal efficacy, (d) participants possess a support network and (e) first-generation status serves as a motivating factor. Minor themes include that participants (a) were influenced by strong role models and positive encouragement and (b) possessed an ability to persevere through significant obstacles. While several of the themes corroborated extant research, some themes supported a unique perspective for this growing student population.
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Date Issued
2010
Identifier
CFE0003564, ucf:48902
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003564
Discovering self, leaving struggle behind, and setting examples: Perspectives from first-generation, minority community college women on the value of higher education
Title
Discovering self, leaving struggle behind, and setting examples: Perspectives from first-generation, minority community college women on the value of higher education.
Creator
Sheel, Antonia, Cintron Delgado, Rosa, Owens, James, Pratt Marrett, Caroline, Culp, Rex, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description
This study explored how first-generation, minority community college women who participated in a Student Success course understood their higher education experiences. The researcher used a basic interpretive qualitative methodology to uncover how the value of higher education was constructed within those discussions. Five purposively selected students participated in one-on-one semi structured interviews. The participant's understandings were highlighted independently, reflecting a wide range...
Show moreThis study explored how first-generation, minority community college women who participated in a Student Success course understood their higher education experiences. The researcher used a basic interpretive qualitative methodology to uncover how the value of higher education was constructed within those discussions. Five purposively selected students participated in one-on-one semi structured interviews. The participant's understandings were highlighted independently, reflecting a wide range of sentiments that were largely self-directed in essence, at times ambiguous and yet, complex in nature as the women made sense of their experiences. Through the use of thematic analysis, three dominant discourses about the value of higher education were identified as opportunity and defined as: 1) Personal Fulfillment and Intrinsic Motivation, 2) Financial Stability and College as Insurance against Poverty, and 3) Social Obligations: Breaking Stereotypes and Setting Examples. The data coupled with researcher reflections serve as the basis for implications for Student Success faculty and administrators in the areas of pedagogical strategy, marketing, resource creation, and program restructuring. Lastly, recommendations were made for future research studies.
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Date Issued
2014
Identifier
CFE0005255, ucf:50588
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005255
Low Income And First Generation Students' Engagement Of Authority Figures
Title
Low Income And First Generation Students' Engagement Of Authority Figures.
Creator
Condon, Josalie, Hinojosa, Melanie, Carter, J. Scott, Armato, Michael, University of Central Florida
Abstract / Description
Background: Numerous studies acknowledged the potential struggles that first generation (FG) and low-income students (LI) face as they attempt to navigate the college degree pipeline. One struggle these students may face is an aversion to engaging authority figures. Unlike their peers, both FG and LI students can come from families with little to no college literacy, and this lack of support, coupled with not seeking out assistance from authority figures on campus, could lead to potential...
Show moreBackground: Numerous studies acknowledged the potential struggles that first generation (FG) and low-income students (LI) face as they attempt to navigate the college degree pipeline. One struggle these students may face is an aversion to engaging authority figures. Unlike their peers, both FG and LI students can come from families with little to no college literacy, and this lack of support, coupled with not seeking out assistance from authority figures on campus, could lead to potential problems. This lack of engagement with authority figures may be related to childhood socialization such as Cultivation of Intellectual Independence (CII). Individuals with high CII have been taught to think and act independently. The purpose of this study is to explore whether either FG or LI's CII assist them in engaging authority figures. Method: This study took data from Wave 1 and 2 of the 2005 National Longitudinal Study of Freshman. NLS sample of 3,924 students was used to measure FG and LI students during their first year of college. In order to accomplish this goal, an OLS regression analysis was run to regress each of the five wave 2 (spring of their first year) engagement questions on the variables: FG, LI, CII scale, Race, Sex, U.S. Born, HS teachers interest, Living on campus, working for pay, and trouble with family. Results: While CII was a significant factor in the engagement of authority figures, as predicted, FG and LI status did not match our predictions. LI students in this analysis were more likely to engage authority figures, instead of less likely, as was predicted, and FG status was not a significant predictor. Conclusion: This study aims to further our understanding of both FG and LI students' engagement of authority figures.
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Date Issued
2018
Identifier
CFE0007166, ucf:52243
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007166
The relationship between first generation college students' levels of public and personal stigma, social support, perceived discrimination, and help-seeking attitudes
Title
The relationship between first generation college students' levels of public and personal stigma, social support, perceived discrimination, and help-seeking attitudes.
Creator
Kim, Nayoung, Taylor, Dalena, Lambie, Glenn, Barden, Sejal, Bai, Haiyan, University of Central Florida
Abstract / Description
The purpose of the current study was to investigate the relationship between first-generation college students' (FGCSs) help-seeking attitudes, as measured by the Attitudes Towards Seeking Professional Psychological Help (-) Short Form (Fischer (&) Farina, 1995); public stigma, as measured by the Perceptions of Stigmatization by Others for Seeking Psychological Help (Vogel, Wade, (&) Ascheman, 2009); personal stigma, as measured by the Self-Stigma of Seeking Help Scale Working (Vogel, Wade, (...
Show moreThe purpose of the current study was to investigate the relationship between first-generation college students' (FGCSs) help-seeking attitudes, as measured by the Attitudes Towards Seeking Professional Psychological Help (-) Short Form (Fischer (&) Farina, 1995); public stigma, as measured by the Perceptions of Stigmatization by Others for Seeking Psychological Help (Vogel, Wade, (&) Ascheman, 2009); personal stigma, as measured by the Self-Stigma of Seeking Help Scale Working (Vogel, Wade, (&) Haake, 2006); social support, as measured by the Multidimensional Scale of Perceived Social Support (Dahlem, Zimet, (&) Walker, 1991); and perceived discrimination, as measured by the revised Everyday Discrimination Scale (Stucky et al., 2011). The researcher further investigated mediating effects of public and personal stigma in the relationships among the constructs. The researcher found statistically significant relationships among the variables for FGCSs and mediating effects of personal and public stigma. Specifically, public stigma mediated the relationship between perceived discrimination and personal stigma and the indirect effect of perceived discrimination on personal stigma via public stigma was statistically significant ((&)#223; = .070, p = .030). Personal stigma also fully mediated the relationship between public stigma and help-seeking attitudes and the indirect effect of public stigma on help-seeking attitudes via personal stigma was statistically significant ((&)#223; = -.231, p (<) .001). Public stigma partially mediated the relationship between social support and personal stigma and the indirect effect of social support on personal stigma via public stigma ((&)#223; = -.089, p = .010) was statistically significant. In addition, both public and personal stigma partially mediated the relationship between social support and help-seeking attitudes. The indirect effect of social support on help-seeking attitudes via both public and personal stigma was statistically significant ((&)#223; = .062, p = .015). The researcher presented discussion of results, limitations of the study, and implications of the findings.
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Date Issued
2019
Identifier
CFE0007663, ucf:52471
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007663
An Ethnographic Study of the Culture of Twelfth Grade Upward Bound Students in the Midwest
Title
An Ethnographic Study of the Culture of Twelfth Grade Upward Bound Students in the Midwest.
Creator
Dambo, Neffisatu, Butler, S. Kent, Boote, David, Hagedorn, W. Bryce, Butler, Malcolm, University of Central Florida
Abstract / Description
The purpose of this study was to better understand the culture of an Upward Bound College Preparatory Program in the Midwest and how it interacted with the culture of 12th-grade UB participants. In particular, the study examined how UB and the cultures that 12th graders belonged influenced students' decisions, progression, and adult transitions. UB serves at-promise high school students who are highly susceptible to academic, career, financial, and psychological challenges during their 12th...
Show moreThe purpose of this study was to better understand the culture of an Upward Bound College Preparatory Program in the Midwest and how it interacted with the culture of 12th-grade UB participants. In particular, the study examined how UB and the cultures that 12th graders belonged influenced students' decisions, progression, and adult transitions. UB serves at-promise high school students who are highly susceptible to academic, career, financial, and psychological challenges during their 12th-grade progression and transition. Therefore, the researcher conducted an ethnographic study that included observations, documents, semi-structured interviews, and focus groups with (N = 70) participants in the Midwest. Participants included (n = 14) active 12th-grade UB primary participants, (n = 7) non-active 12th grade UB secondary participants, and (n = 49) adult tertiary participants. During this juncture in their lives, 12th-grade UB participants typically have fewer supports, while facing challenges and social stratification associated with their cultural and demographic statuses. Findings illustrated that UB's 12th-grade culture disregarded developmentally appropriate curriculum, mentor support, and a balanced level of structured guidance. In turn, these cultural interactions also influenced 12th-grade UB participants' decisions to engage in school activities, participate in UB program activities, engage in college going behaviors, and choose a particular college. Gaining a better understanding of the 12th-grade culture in this UB program provides several insights on how to improve the program's services. Recommendations include more culturally relevant interventions, comprehensive school counseling programs, and the development of 12th-grade UB curriculums that address the holistic (i.e., academic, personal, socioemotional) needs of 12th-grade UB students.
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Date Issued
2016
Identifier
CFE0006289, ucf:51580
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006289
Examining the Experiences of Latino/a Parents of First-Generation College Students Pursuing a Doctoral Degree
Title
Examining the Experiences of Latino/a Parents of First-Generation College Students Pursuing a Doctoral Degree.
Creator
Toro, Natalia, Cintron Delgado, Rosa, Owens, J. Thomas, Laureano Fuentes, Gloria, Bryer, Thomas, University of Central Florida
Abstract / Description
Research points to Latino/a parents as an important source of motivation and support for high achieving Latino/a students who are the first in their families to go to college (Arellano (&) Padilla, 2006; G(&)#225;ndara, 1982; 1994; Hurtado (&) Sinha, 2006; Zalaquett, 2005); however, very little is known about their experience as they parent children whose educational paths are so different from their own. Cultural values such as collectivism and familism play a unique role in the level of...
Show moreResearch points to Latino/a parents as an important source of motivation and support for high achieving Latino/a students who are the first in their families to go to college (Arellano (&) Padilla, 2006; G(&)#225;ndara, 1982; 1994; Hurtado (&) Sinha, 2006; Zalaquett, 2005); however, very little is known about their experience as they parent children whose educational paths are so different from their own. Cultural values such as collectivism and familism play a unique role in the level of connection between these parents and their children (Su(&)#225;rez-Orozco (&) Su(&)#225;rez-Orozco, 1995), creating dynamics that merit exploration. This dissertation qualitatively examines how seven Latino/a parents of first-generation college students pursuing a PhD expressed the parenting characteristics outlined in Parent Development Theory (Mowder, 2005). Furthermore, this study explores how these parents experienced their daughters' higher education journey. Moustakas' (1994) transcendental phenomenology was utilized in analyzing parents' voices. The textural and structural descriptions of major and minor themes provided the essence of the parents' experience. Example of themes are: (")Pero la Apoyo - Uncertainty and Support for the PhD("), (")Siempre Juntos - High Levels of Interaction("), and (")Amor Compasivo - Distance, Pain and Sacrifice("). Recommendations include support for pre-doctoral preparation initiatives, co-curricular innovations, and the exploration of the impact of modern technologies on the communication between parents and their children while in college.
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Date Issued
2017
Identifier
CFE0006670, ucf:51226
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006670