I had to learn that on my own : successful first-generation, low-income college students from rural areas at an urban institution.

Phillips, Aaron

doi:10.18297/etd/2003

Cited by 3 publications

(34 citation statements)

References 145 publications

(204 reference statements)

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“…Howley also noted that schools often either ignored or demonized students of poverty causing alienation of parents and students alike. In Kentucky this is especially troubling in Appalachia and the South Central areas due to cultural norms that cause inhabitants to be skeptical of outside people and influences (Phillips, 2015).…”

Section: Recent History Of Education Status In Kentuckymentioning

confidence: 99%

“…This population of student also receives less support from their family when they attend school away from home (Maietta, 2016). Support from parents is more than just financial supports, it also includes passing on advice for how to handle situations as they arise on campus; like how to handle interactions with professors and faculty or how to address late or delayed financial assistance funds (Phillips, 2015;Maietta, 2016).…”

Section: Recent History Of Education Status In Kentuckymentioning

confidence: 99%

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Creating a college-going culture : accountability models and measuring institutional rigor in secondary schools.

O'Daniel¹

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This dissertation is dedicated to my wife, Tamalynn, my children, Jacquelynn, Tayler, Alexandria, and Kearstin, and my mother and father, Doris and Ray. They stuck by me during this process and their support never wavered. Even when I had doubts that I would be able to complete this, they encouraged me and put up with my hours without complaint. My wife is my greatest champion and I will need to work every day for the rest of my life to make up for the support she has given me during the writing of this dissertation. to complete this process. Drs. Maggie McGatha and Jenny Bay-Williams stood by me and provided wisdom, support, and encouragement that was needed every step of the way. I still remember the KCTM meeting where Maggie told me to get back to work and then proceeded to help me do it, thank you! Their support is and will always be greatly appreciated. The faculty in the School of Education, who taught me to appreciate research, question results, push for more evidence, and sweat the details. Your efforts are noticed and appreciated. Finally, I would like to thank Dr. Bill Bush who has been a mentor my entire career (even during the long gaps when we weren't in contact). He influenced my early teaching career and then when I came back to get this degree was my initial advisor.

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Section: Recent History Of Education Status In Kentuckymentioning

confidence: 99%

Section: Recent History Of Education Status In Kentuckymentioning

confidence: 99%

Creating a college-going culture : accountability models and measuring institutional rigor in secondary schools.

O'Daniel¹

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“…rural, first-generation, and STEM. Phillips (2015) looked at successful first-generation, lowincome students from a rural region. Schutz (2003) focused on the first semester of firstgeneration students who were from a rural area and came from an agricultural family.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Even though the literature has revealed some factors affecting persistence (Beasley, 2011;Phillips, 2015;Schutz, 2003) and provided persistence or retention models (Opatz, 2013;Tinto, 1975), these findings were developed with a population that did not include RFGC STEM students. This study used content and thematic analysis based upon grounded theory principles to uncover themes in an attempt to fill this void related to RFGC STEM students.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Studies report that students who have existing support networks consisting of family, peers, school personnel, and/or the community, were found to be successful (Beasley, 2011;Geier, 2016;Hand & Miller-Payne, 2008;Phillips, 2015). These specific support networks enable students because they are encouraging positive influences on the student and align with their desire to attain a degree.…”

Section: Supportsocial Capital and Relationshipsmentioning

confidence: 99%

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Enabling and Threatening Factors Affecting Persistence. A Qualitative and Quantitative Study on Rural First-Generation STEM Students’ and STEM Faculty's Perspectives.

Miller¹

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This study focuses on the factors that enable and threaten rural first-generation STEM students' persistence. Limited empirical studies are available that focus on rural first-generation STEM majors' persistence. Quantitative analysis was conducted using Kruskal Wallis H and Mann-Whitney U tests to determine any significant differences with the survey results. Content and thematic analysis was conducted on the student and faculty interviews to determine themes of enabling and threatening factors affecting persistence. Enabling factors affecting persistence were found to be: Drive or Motivation, Experiences and skills, and Support. These were both faculty and student interview themes whereas a fourth theme from the faculty was, Personal characteristics. For the threatening factors, three similar themes came from the student and faculty interviews. The first related themes were the faculty's belief of Institutional environment and faculty which related to the student theme of Drive. Faculty mentioned Lack of preparation as a threatening factor to student persistence, which correlates to the student theme of lacking Experiences or skills. Both students and faculty discussed how the lack of Support or Resources can be an adverse condition to completing a STEM degree. Another theme that was only found in the faculty interviews was that rural first-generation college (RFGC) students experience More challenges than others, those that are not RFGC students. Drive or motivation, experiences and skills, along with support and resources impact a student's ability to adapt to the demands of college.

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College Success Among Students From Disadvantaged Backgrounds: “Poor” and “Rural” Do Not Spell Failure

Lewine

Manley

Bailey

et al. 2019

Journal of College Student Retention: Research, Theory & Pr

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The popular view of students reared in poverty is that they fall short across a wide range of domains relative to their more advantaged peers. In this ongoing longitudinal study, we follow a cohort of college students who come from poverty and were awarded full financial support for four years at a large public research university. The results after two full academic years are striking for the lack of difference in dropout rate and grade point average between these economically disadvantaged students and their college peers. We suggest that it is not poverty per se that leads to poorer college academic performance in such students but rather the demand on their time and energy to meet ongoing financial needs.

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I had to learn that on my own : successful first-generation, low-income college students from rural areas at an urban institution.

Cited by 3 publications

References 145 publications

Creating a college-going culture : accountability models and measuring institutional rigor in secondary schools.

Creating a college-going culture : accountability models and measuring institutional rigor in secondary schools.

Enabling and Threatening Factors Affecting Persistence. A Qualitative and Quantitative Study on Rural First-Generation STEM Students’ and STEM Faculty's Perspectives.

College Success Among Students From Disadvantaged Backgrounds: “Poor” and “Rural” Do Not Spell Failure

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