Date of Award
2017
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
Initiatives to increase college completion rates and a shrinking pool of resources require colleges and universities to be strategic with institutional investments for supporting first-generation college students. Studies on both the TRIO Student Support Services program and 21 st Century Scholars program have shown students who are in support programs have higher retention and graduation rates than students who are not in the programs (Chaney, 2010; Powell, 2008; Ruiz, 2008; St. John, Musoba, Simmons, & Chug, 2002; Thayer, 2000; Walsh, 2000). This study was a mixed-method analysis of the academic achievement, retention, and graduation rate data and experiences of first-generation college students in two support programs at a highly selective, research-intensive university located in the Midwest. The two programs compared were the TRIO Student Support Services and the Indiana 21 st Century Scholars support program. Astins (1993) input-environment-output model and Tintos (1987) theory of departure were the theoretical frameworks used in this study. Students accepted to attend the university in this study are high-achieving, so this variable may have an impact on how first-generation students benefit from support programs. The qualitative data suggested that support program participation was beneficial for first-generation students, but the quantitative data suggested first-generation students not participating in support programs had higher final grade point averages and were more likely to graduate in four or six years.
Recommended Citation
Hintz, James R., "The Impact Of Federal And State Funded Support Programs On Academic Achievement And Persistence Of First-Generation College Students" (2017). All-Inclusive List of Electronic Theses and Dissertations. 1762.
https://scholars.indianastate.edu/etds/1762