Publication Date
Summer 2018
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Sonya Lorelle, Ph.D.
Second Advisor
Rebecca Michel, Ph.D.
Third Advisor
Shawn Patrick, Ph.D.
Fourth Advisor
Larry Maucieri, Ph.D.
Abstract
Approximately one-third of college students enrolled in colleges across the United States are first-generation students or those whose parents have not attained a post secondary degree. First-generation students are more likely to be students who are racially/ethnically diverse, low-income, and nearly four times more likely to leave college without a degree. College persistence refers to the students' desire and involved behaviors to maintain enrollment until degree attainment. A phenomenological approach was used to conduct face-to-face, in-depth semi-structured interviews to describe the essence of the lived experiences of low-income African American first-generation college students who persisted in four-year undergraduate programs. Results indicated a priority to support African American first generation college students with sources of self-efficacy.
Recommended Citation
Brown, Christine Marie, "The Underprepared and Underrepresented: Perceptions and Experiences of Self-Efficacy on College Persistence Among Low-Income African American First-Generation College Students" (2018). All Capstone Projects. 359.
https://opus.govst.edu/capstones/359