In Their Own Words: FirstGeneration Students Perceptions of Their Urban School Preparation for Colle

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In Their Own WordsFirst-Generation Students
Perceptions of Their Urban School Preparation for
College

• M. Jeanne Reid, Ph.D.
• Columbus City Schools
• reid.152_at_osu.edu

James L. Moore III, Ph.D. The Ohio State
University moore.1408_at_osu.edu
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First-Generation College Students

• Those students for whom neither parent had more
  than a high school education and who were the
  first in their family to attend college.

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First-Generation College Students

• 92 attended public high schools.
• Majority are from low-income families, are
  students of color, and/or are immigrant children.
• White students enroll in postsecondary education
  immediately after high school at a greater rate
  than African American or Latino students.
• These students are less likely to enroll in a
  four-year university.
• (Warburton, Bugarin, Nunez,
  2001)

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How First-Generation Students Differ from Peers
with College-Educated Parents

• Lack parental assistance in application process
• Do not have an understanding of what college will
  be like
• Often lack rigorous academic preparation
• Perceive education as a means to a good job and
  choose college close to home that is not a good
  fit
• More often live at home and work part-time while
  attending college
• 
  (Choy, 2001 Gibbons Shoffner, 2004 Martinez
  Klopott, 2005 Warburton, Bugarin Nunez, 2001
  Wimberly Noeth, 2004)

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Expectations of College Attendance

• Postsecondary education expectations are
  typically formed between 8th and 10th grades.
• Students with college-educated parents are
  expected to attend college and high school
  graduation is viewed as a step in the process.
• High performing schools with large numbers of
  first-generation students tend to focus on
  preparing students for college.
• (Choy, 2001 Robinson,
  Stempel, McCree, 2005)

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First-Generation Students and Academic Rigor

• Academic rigor is a significant predictor of
  college success.
• Mastery of high-level mathematics courses is the
  most important variable in predicting
  postsecondary success.
• Completion of at least one year of foreign
  language increases chance for success in college
  English.
• (ACT, 2005
  Adelman, 2006)

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Essential Components of Urban Schools with
College-Going Culture

• Belief by all that college is an attainable goal
• Knowledge of data by stakeholders
• Focus on high quality instruction
• Connections between the students and adults in
  the school
• Belief that all students can and will learn
• (The Education Trust, 2005)

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Developing a Culture for Attending College

• Provide help in the college application process
• Involve parents in curricular decisions and
  college planning activities
• Encourage students to complete a rigorous
  curriculum
• Develop a school-family partnership
• Develop culture in which students are
  participants and partners in their own education
• (Akey, 2006 Choy, 2001)

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Conceptual Framework Social Capital Theory

• Based on the research literature, the
  accessibility of postsecondary education for
  first-generation students is dependent on strong
  social and academic support networks.
• The interrelationship of family and school, as a
  social network, provides students with social
  capital necessary for the academic transition
  between high school and college.
• (Adelman, 2006 Martinez
  Klopott, 2006 White Glick, 2004)

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Conceptual Framework Social Capital Theory

• Research has demonstrated that the social capital
  received from school programs, such as honors
  classes, AP courses, and GT programs, have a
  great impact in moving first-generation students
  toward highly selective four-year universities.
• (Gonzales, Stoner, Jovel, 2003
  White Glick, 2004)

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Methodological Approach

• This study utilized the constructivist grounded
  theory.
• The underlying premise of the constructivist
  grounded theory approach assumes that the
  research and its participants co-create
  understandings in the natural world.
• The researcher looks beyond surface meanings and
  develops a relationship with the respondents.
• (Charmaz, 2007 Denzin
  Lincoln, 2000)

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Research Questions

• What perceptions and attitudes do
  first-generation, urban college students have of
  their secondary school preparation for
  postsecondary education?
• What were the strengths and weaknesses of their
  secondary school preparation for postsecondary
  education?

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Research Questions

• What individuals, programs, or experiences have
  had the greatest impact on first-generation,
  urban college students decision to pursue
  postsecondary education?
• What role do educators, family, peers, and
  special academic programs or curricula play in
  the postsecondary educational process for
  first-generation, urban college students?

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Participants

• 13 graduates of the same urban high school (7
  female, 6 male)
• All were students of color (10 African American,
  3 immigrants)
• 7 were in 1st year of college, 5 in 2nd year, and
  1 in 3rd year
• All except 2 attended the same high school for 4
  years (The 2 attended for 3 years)
• The ages of the students were 18, 19, and 20

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Participants

• All had 2.5 high school GPAs or higher (5 had 3.5
  HS GPAs or higher).
• 9 had 2.5 college GPAs or higher (3 had 2.25
  college GPAs or lower).
• 2 had higher college GPAs than HS, 8 had a lower
  college GPAs, and 3 had the same GPAs.

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Data Collection

• A semi-structured interview protocol was used to
  interview each participant. Each individual
  interview was audio recorded and transcribed.
• Biographical questionnaires were utilized to
  provide demographic information about the
  participants.

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Data Analysis

• A research team, comprised of the first
  researcher and two doctoral students, assembled
  after the collection of the data.
• Each member of the research team read through the
  transcriptions and biographical questionnaires.
• In accordance with the grounded theory paradigm,
  the data were coded and categorized by each team
  member, and a consensus was reached on the
  emerging themes and patterns.

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Trustworthiness of the Data

• Credibility (Internal Validity) The extent to
  which the researcher is able to capture the views
  of those being researched (Lincoln Guba, 1985).
  Multiple data sources, peer debriefing, and
  member checking were utilized in this study to
  ensure crediblity.
• Transferability (External Validity) The measures
  taken by the researcher to allow others to
  determine if the results are applicable in other
  situations (Lincoln Guba, 1985). The researcher
  asked a variety of questions related to the focus
  of the study. Additionally, a reflexive journal
  was kept as a record of beliefs, attitudes, and
  opinions. Thick description was employed in
  reporting the findings to allow the reader to
  determine if the results are applicable.

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Trustworthiness of the Data

• Dependability (Reliability) To establish that a
  qualitative study is dependable, a logical
  documented audit trail should established
  (Lincoln Guba, 1985). Included in the audit
  trail for this study are the raw data (i.e.
  interviews and questionnaires) data reduction
  and analysis (summaries and working hypotheses)
  data reconstruction and synthesis (i.e. themes,
  relationships, etc.) process notes (i.e.
  methodological notes) and reflexive journal.
• Confirmability (Objectivity) The researchers
  demonstrated that the findings were grounded in
  the data (i.e., inferences based on the data was
  logical) and the information was presented
  objectively and in clear and discernable ways
  (Lincoln Guba, 1985). This was accomplished
  through the audit trail, triangulation, and
  reflexive journaling.

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Findings

• Six major themes emerged in the data
• People who impacted decisions about college
• The influences to attend college
• Preparation which helped with college success
• Skills lacking for college success
• Financing a college education
• The challenges of being different

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People Who Impacted Decisions About College
Parents/Family

• Each participant attributed a part of their
  college decision making to parents and/or family
  members.
• My mothershe stayed on me. She made sure I had
  everything signed for the applications. Once I
  got to college, she was there for me financially
  and mentally.
• My mom and dad, they did not go to college and
  they told me, look at how were struggling to
  make ends meet. You dont want to do that with
  your life. You have your whole life ahead of
  you.
• My grandmothers, they always told me to go to
  college. They push me to do good in it. Ive just
  never been a person that will let people down.

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People Who Impacted Decisions About College
School Personnel

• Each participant described how at least one
  adult, at their high school, impacted their
  decision to attend college (School counselor 12
  of 13 teachers 10 of 13 administrator 4 of
  13 Coaches 1 of 13).
• She school counselor was on me. Every time I
  turned around, she was giving me scholarship
  after scholarship application, applications for
  grants, information on different colleges,
  telling me here is this deadline. She was on top
  of me making sure I turned everything in so that
  anywhere I did choose to go, I had the money to
  do it.
• The counselor, my English teacher, and my
  administrator. They would talk to me about
  thingsThey would want to know where I expected
  to attend school so they just kept me thinking I
  must attend college.

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People Who Impacted Decisions About College
Peers

• Only two of the participants cited peers as
  impacting their decision-making process for
  college.
• I had some friends coming, too. I wouldnt be
  all alone.
• The following statement was indicative of most
  participants
• As far as actual college, I had to decide it on
  my own. We ( friends) would talk about college,
  but I had to decide it on my own.

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Influences to Attend College Perceptions and
Expectations of Others

• 3 of 13 participants reported that how others
  would perceive them if they did or did not attend
  college (This was an influence in their decision
  to attend college).
• the perception that people have of you. I
  dont want nobody to look at me like
  thateverybodys got potential in high school,
  but then you hit the real world. Now the only
  thing that matters is what youre doing.
• They all wanted me to go. Especially my
  (younger) sister shes always saying something.
  If I can do it, she also can do it. Then almost
  all my junior, sophomore, and freshmen friends.
  They say, If you can do it, we can, too. So now
  I have a responsibility to go so I will be their
  role model.

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Influences to Attend CollegeFriends Who Did Not
Go to College

• Observing the lives of those who did not pursue
  secondary education and, instead, entered the
  workforce after graduation was an influence on
  some students decision to attend college (Over
  half of the participants made reference to
  college and peers who did not attend, but two
  were very specific about the influence).
• I can say my peers somewhat influenced my
  decision to go to college because when I look at
  my peersand theyre not doing anything
  productive. I knew that I could not neglect my
  opportunity to go to college. I did not want to
  stay at home and I was not going to work in a job
  I did not like all my life.
• I have some friends that graduated before me
  and they did not go to college. I saw their lives
  and the way they are turning out, so I dont want
  to end up like them. They kind of influenced me
  not to go that direction and actually to go to
  school.

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Influences to Attend College Pacts with Friends
to Attend College

• Two of the male participants made agreements with
  friends early in high school to attend college.
  They felt those agreements were an important
  influence in attending college. Both were high
  school athletes and one is a college athlete.
• A couple of friends and me, going in to high
  school. We were all focused and knew that we were
  all going to be attending college. At least that
  was the plan.
• My grandma always told me that your friends are
  who you are. I always try to find good friends.
  My best friends. We talked about that stuff. That
  was one of our plans. What do I look like not
  going to college when my best friends are in
  college.

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Influences to Attend College Outside Influences

• Events and conversations were reported as being
  influential in their decisions about college.
• I do not know his name, but if I ever meet him,
  I would try and stay in touch with him. Hes
  Fortune 500, commercial real estate. I was doing
  the Cotillion, he was the motivational
  speakerIve been wanting to meet him ever since.
  Hes got a big firm, complexes here and other
  places. He was one of the biggest people who made
  my decision. He was talking about college and how
  he went to my high school. And he was just a
  regular person, and now hes Fortune 500.
• I came to XX University for the multicultural
  visit and the campus was so great. I was at a
  political science class and the professor engaged
  me in a conversation and I was comfortable. I was
  just visiting! A high school student! And he was
  like, So? I felt like he cared about what I had
  to say. Once I left, I was, okay, how do I apply?

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Influences to Attend CollegeThe Need to Get Away

• Over half of the participants referenced the need
  to get away from home as an influence in their
  decision to attend college.
• Far away, but not too far.
• It was close enough to home, but I was getting
  away from the inner city life.
• I needed to get away from my family because if
  I was not away from my family, I dont think I
  would still be in college. My family is a close
  family and we tend to stick together. My mom
  really wanted me to go to a local college because
  they were close and I could commute. I think that
  if I would have done that, I wouldnt have the
  focus that I need when Im here. If I was back at
  home, Id be more likely to work to help my mom
  out because shes a single parent raising three
  kids.

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Preparation Which Helped with College Success
High School Courses

• All participants articulated that certain classes
  and teachers helped them prepare academically for
  college. In comparison to their college peers, 2
  felt they were well-prepared, 3 felt they were
  better prepared than their urban peers (but
  behind others), and 7 felt their preparation was
  lacking.
• English classes were cited as most beneficial.
  Those who took AP English described it as
• A workload similar to what we might encounter in
  college.
• The class I actually had to study for. It forced
  me to learn the material or I was going to get a
  bad grade.
• ..made me a better critical thinker for the most
  part. We have a lot of reading we have to do and
  I am able to pick out and analyze quicker.

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Preparation Which Helped with College Success
Encouragement

• Every participant in the study shared special
  relationships with certain high school teachers,
  school counselors, and administrators that helped
  them prepare for college. Every day words of
  encouragement were remembered
• If they are sending you to colleges, take it.
  Take advantage of those opportunities.
• She is always pushing me and saying I can make
  it.
• Every scholarship you could possibly think of,
  grants, loans. She gave me information on loans
  with the lowest interest rates. Websites. I got
  everything on all of it. Literally, I got
  applications every day for scholarships.

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Preparation Which Helped with College Success
Programs Activities

• The research literature describes student
  involvement as an important factor in student
  engagement during high school which, in turn,
  improves academic achievement (Martinez
  Klopott, 2005).
• Every participant was involved with some type of
  program designed to help them prepare for
  college.
• Bank One/Chase Leadership Academy I KNOW I CAN
  Upward Bound
• They all participated in at least one extra
  curricular activity.
• Athletics student government cheerleading
  etc.
• Following is the advice from one student for high
  school freshmen
• Dont always try to stick with your friends. You
  have to go out and expand your horizons.

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Skills Lacking for College SuccessAcademics,
Study Skills, Time Management

• 10 of the participants felt less prepared for
  college than their peers. They cited a lack of
  academic skills in some coursework, lack of study
  skills, poor time management skills, and missed
  opportunities in high school that would have
  helped them in college.
• I had a chemistry class my first quarter. The
  suburban students were like, Wow! This was
  easy. Why dont you know this? And I felt like I
  was dumb. I knew I wasnt. I worked so hard for a
  C when in high school I was in AP Chemistry and
  got straight As. Its like Im having to catch
  up and it is hard.
• This was one of the most difficult things I
  have ever experienced. To have the chance to do
  more writing about topics that are more academic.
  I would definitely change my curriculum in high
  school. If I had known that being in ESL until my
  junior year
• Study habits in high school. I didnt study. It
  was so easy not to study because we had the
  worksheets. If I could go back, Id study more
  and make my own notes so that when I got to
  college, Id be prepared to study already.
• Time management is probably the hardest to get
  used to. Youre used to someone waking you. You
  are used to being reminded and constantly told
  about different stuff that now you have to do on
  your own. I think thats the hardest part. Taking
  over from someone already having that structure
  for you and now you are having to be functional
  for your own self.

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Financing a College EducationDifficulties,
Assistance, Attitudes toward Loans

• The participants in the study shared that FAFSA
  was a challenge but that they received help from
  IKIC. There was concern that students who live
  with relatives do not understand their
  independent status in regards to financial aid.
  Students also expressed concern about borrowing
  money for school.
• There are people that live with their
  grandparents, aunts, or cousins and dont know
  that they could get their schooling paid for
  through FAFSA. They dont know the option is
  thereThey are at home now because they dont
  know that there are resources to pay for their
  schooling.
• I went to the IKIC meeting and they showed us
  how to fill it out. I ended up filling it out
  online. My mom doesnt like doing that kind of
  stuff so I had to end up getting her information
  and filling it out.
• At first, I didnt care because Im trying to
  go to school. Eventually Ill be paying it back
  and I started getting refund checks. I was liking
  those I was just spending away. Then the more I
  got, I got a little wiser and understood that
  eventually, when I get out of school, Im going
  to have to pay those back. So thats a lot of
  money.

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The Challenges of Being Different

• Being different from their college classmates
  manifested itself in a variety of ways
  socioeconomic status, race, personal values, and
  first-generation status were among those
  differences mentioned.
• I wish that I would have known that most times
  I would be the only (blank) in my class or
  certain atmospheres blank referring to my
  socioeconomic status, my race, and my social
  choices. For example, not drinking when everyone
  around you talks about it like its a necessity.
  Its not horrible, but it can make one lonely and
  second guess his or her achievements, goals, and
  sacrifices. (Private college)
• Before I got here, I didnt do a visitation or
  anything. I just came and had a map and went to
  my first class. Once I got here, like the whole
  environment, I had to adjust to it because coming
  from an almost all Black high school to a
  majority White college. But I adjusted. (State
  university)
• It was all so new to me because no one had ever
  explained to me what college was about. Im just
  now catching on because I am first-generation.
  (HBCU)

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Discussion

• The participants in the study identified
  strengths and weaknesses in their preparation for
  college. Most felt equally or better prepared
  than their urban peers but less prepared than
  suburban peers.
• Students attending liberal arts colleges and the
  more selective state universities had the
  greatest concerns.
• I feel like Im running 10 times harder to catch
  up.
• I still have not achieved at the level they have
  and it makes me second guess my abilities.

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Discussion

• Participants identified poor time management
  skills as a problem when they started college.
  Along with time management issues, most felt they
  did not develop good study skills in high school.
• Preparation in English classes (except for ESL)
  provided writing skills that were needed in
  college.
• Lack of laboratory work in sciences was
  problematic.
• Participants felt they did not take advantage of
  some of the opportunities that were available to
  them during high school.

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Discussion

• Participants felt supported by their families and
  school personnel in making decisions about
  college. Each participant had strong connections
  with one or more significant adults at home
  and/or school.
• Programs sponsored by community were important in
  helping the participants prepare for college
  (i.e. I KNOW I CAN, Bank One/Chase Leadership
  Academy, Upward Bound).
• Peers were a part of the support system, but did
  not play a major role in college decisions.
• Participants took advantage of extra support
  systems in college.

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Implications

• High expectations by both family and school
  personnel are important to help first-generation
  students prepare for college.
• Connection between home and school is essential
  in providing support to potential
  first-generation students.
• A rigorous academic curriculum is essential in
  preparing first-generation students for college
  therefore, planning for college early in high
  school is important.
• Providing information about college access and
  financial aid is necessary for first-generation
  students and their families.
• First-generation students need continued support
  after matriculation to college.

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Researchers Note

• This study was funded by a research grant through
  the Kirwan Institute for the Study of Race
  Ethnicity at The Ohio State University. The views
  expressed in this presentation are those of the
  researchers of the study and do not represent the
  funding agency.