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A phenomenological look into the effect that structured near-peer mentoring programs could have on first-generation college students continuing past freshman year at 4-year universities

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A phenomenological look into the effect that structured near-peer mentoring programs could have on first-generation college students continuing past freshman year at 4-year universities

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A Phenomenological Look Into the Effect That Structured Near-Peer Mentoring Programs
Could Have on First-Generation College Students Continuing Past Freshman Year at
4-Year Universities
by
David D. Smith

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May 2022

© Copyright by David D. Smith 2022
All Rights Reserved

The Committee for David D. Smith certifies the approval of this Dissertation

Cathy Krop
Gregory A. Franklin
Marsha Riggio
David Cash, Committee Chair

Rossier School of Education
University of Southern California
2022

iv
Abstract
The purpose of the study was to examine the impact of professional mentoring on the lives of
first-generation college students at 4-year universities. Amongst this population, 25% leave
school prior to their sophomore year and over a 6-year span, only 20% leave school with a
degree. Through surveys and semi-structured interviews, 50 participants were narrowed down to
eight final participants who shared their lived experience of their first year of college through a
phenomenological viewpoint. Specifically, the impact that having access to a near-peer mentor
could have had on their financial, degree progression, degree matriculation, educational and
social emotional needs. The findings of the study are discussed in the perspective of current
literature about first-generation students, mentoring, graduation rates and outreach
methodologies. The desired outcome of this research is that future generations of first-generation
students will have a higher degree of exposure to support mechanisms in place to help students
succeed at 4-year universities, thereby increasing the graduation rate for this population.

v
Dedication
To Mommie-O: You have been there through every major step in my life. The completion of my
doctorate is no exception. Thank you for always being my guiding light.

To Pops: Thank you for your words. They never led me astray.

To Elona: You were with me through every step, from application to graduation. Thank you for
your guidance, your prayers, your wisdom, your patience, and your love.

To Christopher, Preston, and Xavier: I did this for you. Never stop learning. Life is full of
opportunities.

vi
Acknowledgements
I thank God every day for the many blessings that I have in my life as well as the lessons
He has taught me along the way. On this journey, I have had to double down on my prayers
countless times for wisdom, understanding of knowledge, patience, and endurance. He never let
me down and I would not be here today save for my relationship with Christ. While on this path,
He has put incredible individuals in front of me to be the light upon my path and the push when I
felt like slowing down. I would be amiss if I did not take the time to thank them by name.
David Cash, your life, your stories, and your friendship has meant the world to me.
Having you as my chair was the fulfillment of prayer. Knowing that we are not done and will
have many opportunities to partner in the future gives me the encouragement that we all need
sometimes. I hope you never forget how cool you are.
Marsha Riggio, we all need someone who will give it to you straight. Someone that cares
enough to look you in the eye and give you that raw truth. Along this journey, you became one
of those people for me. Thank you for always answering my call.
Heather, Kristan, Jaclyn, and Katie, my Tustin Crew, thanks to each of you I never had to
do class alone. We have shared joys, tears, incredible highs, and bottomless lows; but we made
it. We started this journey together and look where we are today. Potlucks, popcorn, and red cups
will never be the same because of our journey together.
Maritza Dortrait, you are the definition of inspiration. You have no idea how your
perfectly timed emails, texts and voicemails gave me the right amount of push when I needed it
most. Thank you for being that shining light for each of us along the way.

vii
Finally, my brother Jerome Rucker, you were the rock of this cohort. Never let anyone,
least of all yourself, tell you any different. You had my back. I had your back. We have only just
begun.
To each of you remember, it was not always fun. It was not always easy. It was not
always meaningful. It was always worth it!

Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgements ........................................................................................................................ vi
List of Tables .................................................................................................................................. x
List of Figures ................................................................................................................................ xi
Chapter One: Overview of the Study .............................................................................................. 1
Background of the Problem ................................................................................................ 3
Statement of the Problem .................................................................................................... 4
Purpose of the Study ........................................................................................................... 5
Research Questions ............................................................................................................. 5
Significance of the Study .................................................................................................... 6
Limitations .......................................................................................................................... 8
Delimitations ....................................................................................................................... 9
Assumptions ........................................................................................................................ 9
Definitions of Terms ........................................................................................................... 9
Organization of the Study ................................................................................................. 11
Chapter Two: Literature Review .................................................................................................. 12
College Dropout Rate ....................................................................................................... 12
The First-Generation Factor .............................................................................................. 14
University Support Services ............................................................................................. 17
The Significance of Mentoring ......................................................................................... 19
Sense of Belonging ........................................................................................................... 21
Mattering ........................................................................................................................... 22
Conclusion ........................................................................................................................ 23

Chapter Three: Methodology ........................................................................................................ 25
Research Questions ........................................................................................................... 25
Research Design ................................................................................................................ 26
Participants and Sampling Strategies ................................................................................ 27
Instrumentation ................................................................................................................. 29
Conclusion ........................................................................................................................ 32
Chapter Four: Findings ................................................................................................................. 33
Themes .............................................................................................................................. 33
Research Questions ........................................................................................................... 41
Summary ........................................................................................................................... 57
Chapter Five: Summary and Discussion ....................................................................................... 58
Themes .............................................................................................................................. 58
Discussion ......................................................................................................................... 59
Limitations of the Study .................................................................................................... 66
Implications ....................................................................................................................... 66
Conclusion and Recommendations ................................................................................... 67
Reflection .......................................................................................................................... 72
References ..................................................................................................................................... 73
Appendix A: Research Study Information Sheet .......................................................................... 81
Appendix B: Research Flier .......................................................................................................... 83
Appendix C: Qualification Survey ................................................................................................ 84
Appendix D: First-Generation Student Survey ............................................................................. 86
Appendix E: Interview Protocol ................................................................................................... 92
Appendix F: Informed Consent .................................................................................................... 96

x
List of Tables
Table 1: In Your Own Words, Explain What It Means to Achieve a Sense of Belonging 39
Table 2: Focal Points by Research Question 42
Table 3: Summary of Findings From Research Question 1 43
Table 4: Respondent Family Income Level 46
Table 5: Summary of Findings From Research Question 2 49
Table 6: Summary of Findings From Research Question 3 52
Table 7: Would Having Access to a Mentor Be an Asset to Your Progress This Year? 53
Table E1: Appendix E: Interview Protocol 93

xi
List of Figures
Figure 1: Preparedness Levels for College 34
Figure 2: Knowledge of Support Services 44
Figure 3: Qualities of a Mentor 54
Figure 4: Race/Ethnicity Breakdown by Freshman Enrollment 63
Appendix B: Research Flier 83
Appendix C: Qualification Survey 84
Appendix D: First-Generation Survey 86

1
Chapter One: Overview of the Study
First-generation college students face a number of factors that other college students are
less likely to experience. While in secondary school, students can master academia and test-
taking skills proving themselves to be acceptable to universities by meeting and/or exceeding a
minimum set of standards set forth by the educational institution. Upon graduation, college-
bound students from varied socio-economic backgrounds, familial educational levels, and states
of collegiate preparedness are part of the same class entering college, but this is where the
similarities end. Factors such as financial planning, or a lack thereof; self-esteem issues caused
by a perceived inability to be on par with your peers; or even bad planning which can cause the
best student to be completely unaware of the road ahead; oftentimes add to the reasons that,
according to the latest research, almost 80% of first-generation college students never receive a
degree from a 4-year institution. Furthermore, more than 25% never make it to their sophomore
year.
A near-peer mentor, someone of the same gender, close in age range, with similar
interests, background, and future goals, can be an influential component in helping to reduce
those numbers (Plaskett et al., 2018). A near-peer mentor establishes a friendship first. This
friendship can provide the stability that helps thwart loneliness, despair, and the frustration that
can occur with being away from home. Near-peer mentors can also serve as academic tutors;
assisting with the rigors of university-level instruction as well as helping to create proper study
habits in manners that may not have been introduced in secondary education (Ortega, 2018).
They can serve as navigational guides to assist with the discovery of practices and programs at
the university that may not be widely advertised or well known to incoming students. They can
increase the desire for or stress the importance of internships that can be used to create

2
opportunities for success as they continue their educational path. By serving as a friend, a
confidant, and a guide, a near-peer mentor can help a first-generation college student have a
successful first year, thus increasing the odds of them returning for the sophomore year (Fruiht &
Chan, 2018).
Professional mentoring is a process by which an individual, the mentee, is guided by a
person with more experience or advanced knowledge, the mentor, in a targeted area of focus. For
this study, a professional mentoring program is one where the mentor is part of a structured
community that adheres to the guidelines as identified by the organization. Near-peer mentoring
is one aspect of a professional mentoring program wherein individuals are paired based upon
recently shared experiences or the possibility of a shared experience within a similar
environment. This study will examine the effectiveness of this type of mentoring introduced at
the beginning of study at a 4-year California public university. Focusing on first-generation
college students, this study will address the factors that cause first-generation college students to
prematurely drop out of college and how the presence of a near-peer mentor can help a student
stay in school. I acknowledge that many California public universities have mentoring programs
on campus to provide the relationships necessary to assist with the transition into university life
(Barton, 2013; Wischusen et al., 2011). These programs offer support and access to information
that can assist with everything from financial assistance, tutoring, social integration, and
emergency support. In many cases, these programs are provided and funded by the university
and are seen as vital to the scaffolding necessary to increase the success rate amongst the student
population (Wischusen et al., 2011). This study will explore the extent to which these programs
are made available and accessible to incoming students, as well as how a near-peer mentor could
be the bridge that connects students to the availability of such programs.

3
This study will focus on first-generation students during their first collegiate year. The
introduction of a mentor at this state can offset areas of planning, preparedness, and development
that were not provided in secondary school. Additionally, this introduction is early enough to
provide mentoring and role model support to successfully navigate the pathways to support
structures both on and off-campus. This study will initially investigate the inter-relational factors
necessary to create the desire for a first-generation student to seek such a connection. Secondly,
it will address the pool of available mentors at a university level including recent graduates.
Lastly, it will show a correlation between student and mentor relationships that provide
quantifiable evidence of increased retention for first-generation students.
Background of the Problem
The Bill and Melinda Gates Foundation funded a study with Public Agenda in 2009 that
examined the myths and realities of why so many students fail to finish college (Johnson et al.,
2009). One of the big factors was financial reasons, but there were many other factors that had
nothing to do with money. Parental support played a big factor. Those without parental support
dropped out at a rate of 50%. Expectations from the degree or from others played a major factor
in a student’s decision process to stay in or leave college. Of the students who did not graduate,
62% did not have faith that having a college degree would help them. On the other side of
expectation, students who reported having high school teachers who did not believe in their
ability to succeed accounted for 29% of those who did not finish. Behavior also played a role in
students dropping out of school. Those who self-identified as having behavior issues in high
school accounted for 17% of those who did not graduate. Within that number, 23% reported that
they spent too much time socializing and 18% reported that it was too difficult to focus in class.

4
Each of the reasons identified in the background of this study could have been drastically
improved with the presence of a near-peer mentor. Encouragement is a powerful tool and having
access to a person to stress the value of and importance of completing a college degree could
make up the difference for a person who did not have parental or teacher support. Adverse
behavior can be corrected with the presence of someone to help maintain focus as well as
provide options and non-disturbing activities during idle times. A near-peer mentor can also
reinforce the earning potential of a college degree (Bimper, 2015).
Statement of the Problem
Surviving the rigors of a 4-year university can be quite a daunting process for any
student, especially one who is the first in their family to attend. For some, this can be the first
time away from home. For others, it can be the first time in life where a structure has not been
clearly defined. The responsibility of managing their own time and schedule can be a new
experience for which they have not been properly prepared. It is not just the students, but the
lack of familial preparation can also manifest during this time. The additional burden of
increased financial responsibilities from college expenses, the emotional strain of a missing
person, and sometimes the loss of a pivotal role in the household; like picking up a sibling from
school, assisting with the preparation of dinner, childcare, financial support, etc., can take a toll
on the family of a first-generation college student. For first-generation students, this lack of
preparedness can be intensely magnified as the support services at 4-year universities are present
but lack exposure. First-generation students cannot seek assistance from services that they do not
know exist.

5
Purpose of the Study
The purpose of the study is to determine what university-sponsored support structures are
in place to assist first-generation students with their educational, socio-emotional, and financial
needs. A particular focus is on mentoring as the presence and availability of a mentoring
program can create a sense of belonging; feelings of security and support; and a sense of
acceptance, inclusion, and identity (Cornell University Diversity and Inclusion, 2021). Research
shows that 25% of first-generation students drop out after their first year of college (First-
Generation Foundation, 2020). To address this negative occurrence, university-sponsored
support structures need to be examined to see what the possible contributing factors are,
including an ineffective or non-existent mentoring program. The following describes the research
design, research questions, participants, data collection, and data analysis to better understand the
lived experiences of first-generation students’ first year of college.
Research Questions
The problem I am studying is first-generation students’ retention rate after their first year
of college. I will specifically be studying the following:
1. What university-sponsored support structures are in place to assist first-generation
students with their educational, socio-emotional, and financial needs while pursuing
4-year degrees?
2. What outreach mechanisms are utilized to publicize the availability of university-
sponsored support services that may be accessible to incoming and current first-
generation students?
3. How effective are mentoring programs in increasing the retention and graduation rate
amongst first-generation students?

6
Significance of the Study
A first-generation student is one who is in an undergraduate program and has no
parent/guardian in the household with a 4-year degree. The significance of this research comes
from the different experiences that occur in the lives of these first-generation students as
compared to other students. The area of focus is the first year of college as current research has
shown that although the average graduation rate within 6 years from 4-year universities is
between 57 and 62%, (US Department of Education, 2020) the graduation rate for first-
generation students in the same time frame is a dismal 20% (RTI, 2019). Furthermore 25% of
that same group did not return for their sophomore year (First-Generation Foundation, 2020).
The reasons for this disparity are numerous. First, research has shown that a larger number of
first-generation students come from households earning less than $20,000 per year, (27 vs. 6%)
and less than $50,000 per year (77% vs. 29%) (Redford & Hoyer, 2017). This difference in
income creates a greater reliance on loans and other college financing options including the first-
generation student having to have a full or part time job to assist with or completely cover
college expenses. As a correlation, the number of first-generation students that report having to
drop out because they could not afford to stay is a staggering 54% (Johnson et al., 2009).
Academic preparedness is another big reason for the disparity. One study from the
National Center of Education Statistics (Redford & Hoyer, 2017) asked tenth grade students if
they had intentions on taking a college entrance exam this year, next year or the next. Amongst
the first-generation students, 34% of them had not thought about it or had no plans to take the
SAT or ACT that year. This is compared to 17% of other students in the same category. Twice as
many first-generation college students had not thought about college entrance exams just two

7
years prior. This also translates to academic performance as 66% of first-generation students had
GPAs under a 3.0 as compared to 44% of other students.
Social capital is an often-overlooked factor in examining the disparities that exist
between first-generation and other students. Social capital is a set of privileged knowledge,
research, and information attained through social networks (Pascarella et al., 2004). In higher
education, this can be used to make beneficial decisions regarding which college to attend, but
also while at college, it can help a student make informed decisions related to practices,
resources, and opportunities that can help with navigation and ultimately graduation. For
example, according to the National Association of School Personnel Administrators (NASPA),
as of 2014 there were a higher number of first-generation students that used financial aid
services, but a much lower number that used services from health, academic advising, and
academic support services; as compared to other students (RTI, 2019). Social capital can help
explain those differences.
Although not in a comparative sense, an undervalued sense of social-emotional wellbeing
is another factor in the reasons why first-generation students drop out of school at higher rates
than other students. A study by Barry et al. (2009) considered the first year of college as a
stressful life event. They noted that in higher percentages, first-generation students were less
likely to discuss their feelings about this additional stress. Since the discussion of feelings is an
accepted medium for reducing stress, the study concluded that first-generation college students
had more stress than their counterparts. Additionally, since the first-generation student often sees
themselves as no different than their counterparts there was no collective group mentality and
consequently less social support. In short, if the issue cannot be identified, either there is no issue
or there is no way of identifying how large it has become until it is too late.

8
Each of these areas add to the significance of this research. Even though there is a decent
amount of research on these issues, there is not a great deal of research on the impact that
professional mentoring can have on each of these areas as well as on creating a sense of
belonging within the university. Financial, academic, social capital and emotional needs aside,
belonging is interrupted when students are not welcomed, affirmed, and supported from
interactions from within and around college communities (Stebleton et al., 2014). On the
contrary, increased belonging from faculty and peers, leads to better academic outcomes and
college retention (Williams & Ferrari, 2015). A near-peer mentor can be a pivotal force in
curating the sense of belonging that a first-generation college student requires. This research
study intends to explore the impact the near-peer mentor could have on the first-generation
college student.
Limitations
The following limitations may apply to this study. We are amid a worldwide pandemic.
This makes the possibility of face-to-face interactions slim to non-existent. All surveys and
interviews will need to be conducted in an online environment. Any opportunity for shadowing
would most likely need to be done remotely via some form of a teleconference session. Even
with the advancement of technology, the remote environment is not as forgiving as face-to-face
interaction. The success of this study is in part due to the phenomenological nature of the
research. Getting potential participants to openly share their experiences will require more effort.
Also, in terms of research participants being open and honest, the positionality of the
researcher comes into question. If trustworthiness and credibility are to be achieved, any adverse
effects of positionality will have to be immediately addressed.

9
Lastly, this study is evaluating the effectiveness of a near-peer mentor introduced early in
the college experience. The initial data collection will occur in the latter half of their first
semester. The participants that would be ideal for the new school year will not be available until
they arrive on campus during the summer of 2021. This places additional time constraints on the
study.
Delimitations
This study will be limited to first-generation, first-year students from one 4-year
university. Factors such as gender, race, age, and socio-economic status will be identified during
the study but will not be used as a factor for inclusion. The results of the study will be subject to
the phenomenological perspective of a maximum of eight students.
Assumptions
The following assumptions are made for this study. The qualitative methodology used for
data collection is ideal for this study. Survey and interview instruments are reliable. The
mechanism for interaction, video conferencing, is reliable and acceptable for the security of
information. It is assumed that all participants will be honest and forthright with their responses.
Informed consent will be obtained for all participants and all information obtained will be used
exclusively for this study and future projects that depend on the data from this project.
Definitions of Terms
• Advancement Via Individual Determination, also known as AVID, is a program that
focuses on first-generation students who exemplify a desire to be successful and on
students who may have been overlooked as having the potential to succeed
academically.

10
• A California public university is a university that is in state ownership or is receiving
significant public funds through a national or subnational government.
• A first-generation student is a college student who was not raised by a parent with a
4-year college degree.
• Informed consent is process for getting permission before conducting some form of
research on a person, or for disclosing any information obtained during said research.
• The institutional review board is an administrative body established to protect the
rights and welfare of humans who are recruited to participate in research activities
conducted under the auspices of the institution with which it is affiliated.
• Mattering refers to the extent to which we make a difference in the world around us.
People feel like they matter when others are aware of their presence; others invest
themselves in them; and/or look to them for support.
• Near-peer mentoring refers to a model of mentoring wherein individuals are paired
based upon recently shared experiences or the possibility of a shared experience
within a similar environment.
• Phenomenology is the study of structures of consciousness as experienced from the
first-person point of view.
• Professional mentoring is the process where a student is guided by someone older
and having more experience in one or more given areas. The focus can be based on
education, career goal or aspects of growth and professional development of interest
to the student. The professional aspect of mentoring is assured via participation in a
structured community that adheres to the guidelines as identified by the organization.

11
• A sense of belonging is the feeling of security and support when there is a sense of
acceptance, inclusion, and identity for a member of a certain group. It is when an
individual can bring their authentic self to any environment.
• Social capital refers to privileged knowledge, resources, and information attained
through social networks.
• University sponsored support structures are university funded or no-cost services for
the student to seek help for any number of factors including but not limited to
economic assistance, tutoring, socio-emotional support, and internship opportunities.
Organization of the Study
This study is being submitted with five chapters. Chapter One, an introduction, is an
overview of the entire proposal: the background and statement of the problem, the purpose of the
study, the research questions, and the significance of the study. Also included are the limitations
and delimitations, the assumptions, and key terms as defined by the research. Chapter Two is a
comprehensive literature review and provides the rationale for the chosen research design.
Chapter Three focuses on the methodology used including the conceptual framework employed.
Additionally, participant sampling, instrumentation, data collection and analysis procedures, and
ethical considerations are also included. Chapter Four presents the study’s findings based on the
analysis of data. Chapter Five presents a summary of the overall study including my
recommendations for continued research and conclusions from this study.

12
Chapter Two: Literature Review
The purpose of the study was to determine what university-sponsored support structures
are in place to assist first-generation students with their educational, socio-emotional, and
financial needs. As outlined in Chapter One, first-generation college students are prone to face
challenges other students are less likely to encounter. According to a recent study published by
collegeatlas.org (2018), 56% of college students who begin their first year of college at a 4-year
university are likely to drop out within 6 years. Another study by the Post-Secondary Policy
Institute (2021) states that the median parental income for first-generation students is
approximately one-third of their counterparts. According to the same study, these students are
almost eight times less likely to complete their degrees. This review will seek to analyze many of
the reasons for this disparity. It will also include (a) an identification of the factors leading to low
graduation rates, (b) the disparity of those graduation rates as compared to first-generation
students, (c) the existence and/or availability of university-sponsored programs designed to
support student success, (d) the importance of creating a sense of belonging and lastly, (e) the
significance of mentoring programs, specifically near-peer mentoring at the freshman level.
Additionally, this chapter will detail the reasons why mattering, as a social construct, can have a
strong positive effect on a student’s level of engagement which can increase their overall sense
of belonging.
College Dropout Rate
The college dropout rate in the United States has been decreasing in the last 20 years,
however even today, less than two-thirds of those that attend 4-year universities will graduate
with a degree. One of the leading factors in this phenomenon is socio-economic status.
According to a study financed by the Bill and Melinda Gates Foundation (Johnson et al., 2009),

13
the number of reasons that students leave college without a degree are plentiful. Some revolve
around finances or the lack thereof, but there are many that have nothing to do with money.
Parental support plays a big factor. Those without parental support dropped out at a rate of 50%.
Expectation from the degree or from others played a major factor in a student’s decision process
to stay in or leave college. Of the students who did not graduate, 62% did not have faith that
having a college degree would help them. On the other side of expectation, students who report
having high school teachers who did not believe in their ability to succeed accounted for 29% of
those who do not finish. Behavior also played a role in students dropping out of school. Those
who self-identified as having behavior issues in high school accounted for 17% of those who did
not graduate. Within that number, 23% reported that they spent too much time socializing and
18% reported that it was too difficult to focus in class (Johnson et al., 2009).
Socio-economic status is also a huge factor in a student’s ability to graduate. Factors such
as a lack of sufficient financial resources, academic preparation and guidance are leading
indicators of whether a student will successfully earn a degree (Davidson, 2013). Many students
today are at the mercy of the financial aid system as parental incomes are oftentimes not
sufficient to maintain the primary household as well as the college student. This situation has led
to students having one or more jobs to help cover college expenses which take away from class
and study time. As a result, timely credit accumulation may not occur, thus extending the amount
of time it would take for a student to successfully complete their course work.
Graduation rates are significantly lower in public schools versus private schools. Private
schools tend to have a higher access level to funding whereas public schools continue to do more
with less (Scott et al., 2006). This same study asked the question if universities are truly 6-year
institutions as the current results from the study at public schools account for an additional 2

14
years to complete undergraduate studies; whereas results from the studies at private schools
account for 4 total years (Scott et al., 2006). This disparity is exacerbated by an inverse
relationship between graduation rates and traditional vs. non-traditional students (Ober et al.,
2018). Traditional students tend to be full-time students directly out of high school. Non-
traditional students can be older, attending part-time, often working full-time jobs, and attending
classes as they can without a dedicated plan for graduation.
The initial study (Johnson et al., 2009) did provide recommendations for increasing the
graduation rate. Financially, tuition costs could be lower, and more loans could be made
available for students in need. Also, part-time students could qualify for financial aid. For non-
traditional students, class scheduling could be more flexible to include evenings and weekends.
Childcare could also be provided.
The First-Generation Factor
First-generation college students, for the purpose of this study, defined as those students
without a parent/guardian in the household with a degree from a 4-year institution, graduate at a
rate significantly less than their non-first-generation counterparts. According to the Journal of
College Counseling, 20% of first-year students identify as first-generation. These students are more
likely to come from single-parent families and minority backgrounds. These households tend to be
low-income, and, in many cases, the student has financial independence from their parents
(Stebleton et al., 2014). The National Center for Education Statistics found that family social class
and graduation rates are closely related. Amongst the lowest economic percentile, only 14% of
students graduated as compared to 60% of students from higher-income families (Bjorklund-
Young, 2016). It was noted however that for those that do graduate, the difference in earning

15
potential with a degree is negligible between first-generation students and their non-first-generation
peers (Torche, 2011).
These students are not only affected by a lack of finances. Even the college selection
process is different for first-generation college students. According to Merranko (2005), they are
less likely to get help during the college choice process. Although counselors are available to assist
in many cases, they do not have nor make the time to focus on the selection process. Because of
this, many college-bound first-generation students are not introduced to the idea of college until
much later, thus adding to their overall lack of preparation. Merranko adds that the choices for
first-generation students are often limited by what is affordable, what is local and where their peers
might be also applying.
The ability to cope with stress is another factor that affects first-generation college students
at a higher rate than their counterparts. First-generation students are less likely to disclose and
discuss troubles, thus increasing stress (Gibbons & Woodside, 2014). When dealing with academic
stress, different students behave differently. One student may choose to study harder, and another
may engage in a distraction. Another still might choose to do something relaxing. Either of these
approaches can be successful, but there are inherent pitfalls in each as well (Phinney & Haas,
2003). On the other hand, the concept of social support is a key factor in reducing stress amongst
this population. Research has shown that elements of college success can be dependent on social
support either by seeking comfort in the company of others or by receiving institutional support
from the university itself (Phinney & Haas, 2003). The converse is also true. When first-generation
students feel unsupported, they are more likely to withdraw and suffer from the effects of stress due
to limited resources and coping skills (Akgun & Ciarrochi, 2003).

16
The American National Norms Study (Garret et al., 2017) found that first-year students
have increased levels of stress and lower emotional well-being compared to other undergraduate
students. They report that common sources of stress include university transition, pressure to
perform academically, sleep deprivation, personal relationships, and inadequate coping skills. The
Social Psychology of Education (Garg et al., 2016) is in alignment with this report. They add that
stress is heightened when there is a need to cope with academic demands, new environments, and
social expectations. If a student adjusts well to their environment, they tend to be calmer, less
stressed, and happier overall. Garret et al. (2017) additionally noted that stress peaked during exam
times when the quality of sleep is generally at a low point. The British Journal of Guidance and
Counseling (Koydemir & Sun-Selisik, 2015) attributes emotional well-being as a leading reason for
transition difficulty. First-year students can be homesick and friend-sick; they are often lonely and
experience social dissatisfaction; and are managing interpersonal conflicts. However, college
students that received well-being interventions during the semester showed improvements in their
well-being (Flinchbaugh et al., 2011).
Gibbons and Woodside (2014) noted that first-generation students are often academically
less prepared for the rigors of college thus leading to lower grades. Soria and Stebleton (2012)
attribute this to a general lack of social capital; a network of individuals with similar experiences to
offer guidance, assistance, and direction. This lack of sufficient social capital affects first-
generation students to a much higher degree than other students. In their study, they attribute the
following qualities to this lack of preparation: (a) they have problematic transitions to higher
education; (b) they have lower educational aspirations; (c) they have lower levels of engagement
during high school; (d) lower test scores and GPAs; and (e) less support from families regarding
college attendance. Each of these contributes to the lower graduation rate affecting this population

17
group. Furthermore, in the Journal of Diversity in Higher Education, authors McCallen and
Johnson (2020) explain that without sufficient social capital, first-generation students are unaware
of support services such as faculty office hours or other areas of university-sponsored support
mechanisms.
University Support Services
Many universities, public and private, have support structures in place to assist students
with academic success. Faculty office hours, academic advisors and socio-emotional support
teams, tutoring, financial assistance, and mentoring programs are often available. Many universities
even have educational opportunity programs (EOP). EOP is a counseling and academic support
program designed to help low-income and first-generation college students succeed in college.
Support structures, such as EOP, are of great importance because first-generation/low-income
students need help to ensure college success (Todorova, 2017). One study conducted at a university
focusing on social supports found that first-generation students, despite a positive or negative
history with social support systems, desired counselor support during their first year of college
(Clauss-Ehlers & Wibrowski, 2007). Furthermore, after being involved in a summer based EOP
program, first-generation students showed higher signs of retention and achievement versus their
first-generation peers that were not part of the program. On campuses without EOP, administrators
of these institutions are still recognizing the need for earlier intervention programs to bolster
student success. Intervention, bridge, and orientation programs; multiple-week summer programs;
and first-year seminars are becoming the norm for many institutions (Pascarella et al., 2004). Some
schools have found success in partnering with high schools to combat unpreparedness, reporting
that students who were successful in high school with minimal study habits are still unprepared for
college (Wischusen et al., 2011). For example, researchers reported in the Journal of College

18
Student Retention, Theory & Practice (Wischusen et al., 2011), that misconceptions about the
rigors of college are a large factor in low retention and graduation rates. They studied the impact
that week-long programs introducing students to college life had on success and retention. They
concluded that participants showed increased success and retention and remained on track to
graduate in 4 years at a significantly higher rate than nonparticipants (Wischusen et al., 2011).
An online strength-based intervention was documented in the British Journal of Guidance
& Counseling (2015). Researchers Koydemir and Sun-Selisik focused the intervention on finding
and cultivating character strengths; regulation of emotions and increasing positive emotions;
constructive communication, social connectedness, and positive relationships; effective decision
making and problem-solving; and achieving flow and practicing gratitude. This intervention was
conducted amongst first-year students and measured life satisfaction, psychological health, and
subjective happiness against the control group that received no support. In all three categories,
students that were part of the intervention showed marked improvement whereas the control group
showed none.
In Studies in Higher Education, the authors (van der Zanden et al., 2018) took a broader
approach to measure student success, by linking academic achievement, critical thinking, and
social-emotional adjustment together. The intent of the study was to understand the factors that
influence each of these factors in hopes of making recommendations to universities to adjust
supports specific to the needs of the students. The results showed that amongst first-year students,
there is a trade-off between leisure time and study time that reflected negatively upon academic
success. Choosing to focus on one reduces the satisfaction of another thus lowering overall
satisfaction. This trend was most apparent in students who were having trouble adjusting to

19
university life. Finally, they validated that student success is not measured solely by academic
achievement and therefore support mechanisms should not be either (van der Zanden et al., 2018).
The Significance of Mentoring
Academic improvement and success can be linked to how universities choose to service
their students. Mentoring programs can be a significant mechanism in increasing student awareness
of services and programs offered by the university as well as the opportunities presented by higher
education (Crisp et al., 2017). In the ASHE Higher Education Report, the authors (Crisp et al.,
2017) asked the question, “How does mentoring shape and influence the student experience?”
There are four points of consensus: (a) Mentoring relationships are focused on the growth and
development of students; (b) mentoring experience may include professional, career, and emotional
support; (c) mentoring relationships are personal and reciprocal; and (d) mentors must have more
experience and/or achievement within the educational environment. For first-generation students,
this relationship is crucial because it offers academic support, personal growth opportunities,
advice, and knowledge that otherwise might not have been available in their lives (Colvin &
Ashman, 2010).
More important than having a mentor is having the right mentor. Researchers Plaskett et al.
(2018) noted that incoming students were most successful when their mentors did not just help
them meet their immediate needs but also bonded with them personally. In their peer mentoring
program, they were able to match incoming college students with older peers like them. The
interrelationship between the mentee and mentor was stronger due to shared empathy, trust,
respect, and closeness. Looking back on her mentoring relationship in college, Kristen Ortega, a
former first-generation student, reported that being mentored helped to establish a connection
between college life and her real-world experiences. The closeness of her relationship with a peer

20
mentor allowed her to reflect on challenges and opportunities encountered while gaining real-world
experience (Ortega, 2018).
In the Journal of Economics and Finance, researchers Koch and Zahedi (2018) related
mentoring effectiveness to graduation rates. They found that the role model relationship from a
mentor was critically influential upon the behavior and performance of underrepresented students.
Fruiht and Chan (2018) added that successful mentoring relationships are a good predictor of later
in life good mental health and academic success, but mentors can be naturally occurring versus
from a formal mentoring program. The researchers report young adults can form positive
supportive relationships with the adults already present in their lives. Adults such as community
members, relatives, family friends, and educators can be ideal naturally occurring mentors in the
lives of first-generation students. Observed college students described their naturally occurring
mentors as being a major part of their lives at a time when the consequences of their decisions were
becoming weightier (Liang et al., 2008).
Mentors do not have to be face-to-face to be effective in the lives of their mentees. In the
International Journal of Mentoring and Coaching in Education, researchers Ware and Ramos
(2013) reported that e-mentoring has similar benefits and challenges as face-to-face mentoring.
Utilizing social media for e-mentoring can also transcend geographical boundaries thereby
exposing the mentee to a much broader range of mentoring opportunities. Williams et al. (2012)
cautions that flexibility in the mentoring relationship should not outweigh the ongoing
responsibilities of vetting e-mentoring as a viable option. Tinoco-Giraldo et al. (2020)
acknowledges the limited research in this area but adds that the most important part of the
mentoring relationship comes from the educational community; authorities, teachers, mentees, and
mentors. The benefit to this community gives e-mentoring meaning.

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Sense of Belonging
Sense of belonging has been linked to academic engagement by several researchers. Soria
and Stebleton (2012) found that students’ sense of belonging on campus is the only consistent and
positive predictor of academic achievement. No other demographic or academic factor has the
same impact, negatively or positively. Relating to first-generation students and the subsequent
impact on retention, the correlation between belonging, persistence, retention, and graduation is
strong (Tovar et al., 2009). Hoffman et al. (2002) states that the greater the sense of belonging, the
greater the persistence toward graduation.
Many factors come together in developing a sense of belonging. Johnson et al. (2007) found
that academic and social support within the residence halls and on-campus when not in class are
key drivers of sense of belonging development. Interactions with peers is also important as well as
a positive perception of the racial culture. There are different schools of thought regarding
faculty/student interaction being a driver for a sense of belonging. Pascarella et al. (2004) found
that there are positive effects on faculty/student interaction that are consistent with student
persistence and degree completion. Johnson et al. (2007) found that for the most part, this
interaction was not significant.
There is also a correlation between a sense of belonging and mental health. Stebleton et al.
(2014) found that first-generation and non-first-generation students have mental health needs that
are not being addressed on campus, albeit at a much larger degree for the first-generation
population. These unaddressed areas not only impact a sense of belonging, but the added levels of
stress and depression can affect academic achievement, retention, and other areas of general
college satisfaction. Kitzrow’s (2009) findings in the NASPA Journal are in alignment with
Johnson’s et al. (2014). She found that many students leave college before completing their degrees

22
due to psychological issues. College counselors could play a major role in reducing this dropout
rate by focusing, or focusing more, on the sense of belonging and mental health.
Mattering
Closely related to a sense of belonging is mattering. As a social construct, it is an important
distinction because a sense of belonging addresses the feelings of the individual about their own
presence. Mattering looks extrinsically to determine validation (Rosenberg & McCullough, 1981).
Questions regarding mattering include:
• How much do others depend on me?
• How much are others interested in me?
• How concerned are you with whether I am here or not?
This concept has limited evaluation specifically related to college students but has been accepted in
the mental health realm as having a perceived impact in higher education (Tovar et al., 2009).
Author Gordon Flett (2018) wrote “This emphasis on the individual reflects the fact that
mattering is highly personal and involves a feeling of being centered out and focused on distinctly
positive ways” (p. 33). This concept is paramount for this subject because according to Faridah
Kutty (2014), in addition to an institution of learning, universities present an opportunity for
growth and social interaction. For incoming first-year students, one of the criteria for selecting a
school is the feeling that their presence will matter. When the school offers the belief that the
student will be part of the social interaction, activities, and overall school environment, mattering
occurs (Kutty, 2014).
To understand the importance of mattering, researchers have coined the term anti-mattering.
Schlossberg (1989) described marginalization as the polar extreme of mattering. She added that
when entering any state of transition, for example from high school to college, the potential for

23
feeling marginalized arises. People looking to feel like they matter, when they feel that they do not,
exhibit any number of psychological or behavioral inconsistencies. For a first-generation student,
oftentimes from low-income, culturally marginalized households, the stigma of anti-mattering as a
first-year student can be overwhelming (Schlossberg, 1989; Stebleton et al., 2014). Given this
stance, Schlossberg (1989) concluded the following:
Clearly, institutions that focus on mattering and greater student involvement will be more
successful in creating campuses where students are motivated to learn, where their retention
is high, and ultimately, where their institutional loyalty for the short- and long-term future
is ensured. (p. 7)
Conclusion
According to the National Center for Education Statistics (2019), the number of first-year
students enrolled in 4-year universities is approximately 1.9 million. One third of this population is
first-generation students (Chen et al., 2017). That equates to approximately 600,000 students per
year that could benefit from support services offered by the university. Of those students, only
450,000 make it to sophomore year (First-Generation Foundation, 2020). Over a six-year span, just
90,000 of them will leave school with a degree. That is a little better than one out of every six first-
generation students.
The reasons for this are plentiful. The students were low-income; they were not as qualified
as their non-first-generation counterparts; they were not adequately prepared for the rigors of
college; they had bad study habits; the list goes on and on. There is much literature on the reasons
why these students often leave school without a degree. There is not so much data explaining what
happened to create the disparity. There is even less on specific programs that are available to these
first-generation students to help them succeed. The research behind this study will look to provide

24
answers to some of those questions as well as being to look at possible solutions to increase
retention and graduation rates for these students, including the introduction of professional mentors
during their first year. There is research supporting mentoring as a successful practice at the college
level, not as much on the effectiveness of near-peer mentoring on first-generation students. Lastly,
as the research has identified sense of belonging as a consistent predictor of academic success
(Soria & Stebleton, 2012), this study will seek to validate that identification by way of the student
experience.

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Chapter Three: Methodology
The purpose of the study is to determine what university-sponsored support structures are
in place to assist first-generation students with their educational, socio-emotional, and financial
needs. A particular focus is on mentoring as the presence and availability of a mentoring program
can create a sense of belonging; feelings of security and support; and a sense of acceptance,
inclusion, and identity (Cornell University Diversity and Inclusion, 2021). Research shows that
25% of first-generation students drop out after their first year of college (First-Generation
Foundation, 2020). To address this negative occurrence, university-sponsored support structures
need to be examined to see what possible contributing factors are, including an ineffective or
non-existent mentoring program. The following describes the research design, research
questions, participants, data collection, and data analysis to better understand the lived
experiences of first-generation students’ first year of college.
Research Questions
The problem I am studying is first-generation student’s retention rate after their first year
of college. I will specifically be studying the following:
1. What university-sponsored support structures are in place to assist first-generation
students with their educational, socio-emotional, and financial needs while pursuing
4-year degrees?
2. What outreach mechanisms are utilized to publicize the availability of university-
sponsored support services that may be accessible to incoming and current first-
generation students?
3. How effective are mentoring programs in increasing the retention and graduation rate
amongst first-generation students?

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Research Design
This study uses a phenomenological qualitative research approach. The
phenomenological approach involves the telling of a story by focusing on the commonality of a
lived experience within a particular group, this being the first-generation college student. The
approach will allow each first-generation student to discuss their experiences as a college
student, including their experience with, or thoughts about, mentoring programs. This
phenomenological approach will help me directly target my research questions because the
telling of the participants lived experience will include direct responses to the questions
presented in this study, even if they are worded differently. Hence, this approach allows for an
examination of the impact that a professional mentoring program can have on a first-generation
college student’s ability to continue past freshman year.
This is a qualitative research study. In the article, “What is Qualitative Research?”
(Jackson et al., 2007), the authors describe three differences between qualitative and quantitative
research. First is the exploration of the environment vs. an explanation of the facts; the second is
the role of the researcher as being personal, rather than impersonal; the last is the distinction
between how knowledge is discovered versus constructed. In this study, the questions are
designed to get the data needed to study the problem and answer the research questions. This
path explores the structure under which the subject was raised including their life at home,
parental structure, and siblings. It also looks at the levels of support that are available to the
student, including previous learning, socio-economic status, and access to external resources.
Within this phenomenological study, this qualitative approach is ideal as it will generate the data
by which the participant can tell their own story. Unlike a quantitative approach, the goal of this
research is not to produce additional statistical data as to why 25% of incoming freshman

27
students never make it to their sophomore year, but instead explore similarities and differences in
the lives of students before and after exposure to a professional mentor. Ultimately, this should
add to the validity of the study because the participants and the future reviewers/researchers will
be able to view the elevation/advancement of the study and witness a linear path of progression.
Participants and Sampling Strategies
Setting
The setting for this research is online communication via social media/email. Google will
be used for the collection and storage of data. Zoom will be used for all video communication.
Sample
The target population for this study is first-generation students in their first year of a U.S.
university. The accessible population is first-generation students in their first year at a northern
California university. The proposed sample is fifty to one-hundred first-generation students in
their first year at a northern California university.
Sampling
Initially, snowball sampling will be used to maximize the number of potential
participants. This method of sampling is classified as non-probable, meaning that not everyone
will have a chance to be selected and the final participants are unclear in the beginning. This type
of sampling is further classified as convenience sampling. Since the majority of the participants
will not be directly accessible to the researcher, as a convenience, participants are asked to assist
with the recruitment of additional participants. Sampling will continue until the data collection
window closes or the minimum number of survey participants is reached.
After the surveys are completed, purposive sampling will be used to determine the final
eight participants. In qualitative research, this type of sampling is beneficial because it allows the

28
researcher to use their own expertise to determine the most useful sample for purposes of the
research. Based upon the data collected from the surveys, eight participants will be interviewed.
Procedures
The plan for recruitment will use social media to reach first-generation students in their
first year at a northern California university. The university is selected because of the contacts
that I have at the institution that are connected to incoming students and their access to social
media feeds and leads. Potential participants will receive a social media/email invitation
solicitation with a flier and QR code (see Appendix B) to participate in the study. Additionally,
the same flier will be posted around campus and made available for distribution on campus. The
desire is to connect with fifty students from the campus from this outreach. Included with the
original invitation will be a link to the first survey (see Appendix C) which will determine if they
meet the qualification requirements. If they meet the qualification requirements, they will be
contacted via email to seek their willingness to participate in the study. Participants will then be
informed by email about being in the study. If participants are still interested in being a part of
the study, they will be emailed instructions on completing an informed consent (see Appendix F).
Completing the informed consent will send the respondent a link to the second, and more
detailed survey. After the second survey is completed, the final participants will be contacted via
email to participate in a face-to-face, semi-structured Zoom interview.

29
Instrumentation
Surveys
The initial survey will be a Google Form (see Appendix A) and will consist of an
introduction to the researcher as well as the purpose of the survey. It will be composed of six
questions in total: three yes/no, one multiple choice, one short answer (name) and a referral
question. The purpose of the survey is to serve as an initial qualifier for inclusion in the research
study. Each respondent that qualifies as a first-generation, first-year student will be contacted to
complete the second survey. The purpose of this initial outreach is to generate the desired
minimum of fifty respondents to provide a sufficient data pool. Prior to accessing the questions,
each participant will be asked to identify themselves by email address. At the conclusion of the
survey, the respondent will have an option to refer the form to additional potential respondents.
The second survey will be sent within 72 hours of the completion of the first survey. This
survey will include additional information about the researcher, the purpose of the research study
and the informed consent. Once the digital signatures are collected, the link to the survey will be
provided. The window for survey completion will be shorter as each of these respondents will be
directly targeted and communicated with during the window. This second survey will consist of
ten questions in total: two demographic questions, two open-ended questions, and six closed
questions, including two dichotomous questions designed to be targeted questioning areas during
the interview, for those that are selected for the final interview.
Interviews
From the data pool, purposive sampling will be used to select a total of eight respondents
that will be contacted to schedule an interview. Prior to the start of the interview, the respondent
will be informed of the complete details and purpose of the research. I will review the research

30
information sheet, informed consent and answer any questions from the respondent. I will also
take this time to describe myself, including my background and my positionality. After these
areas are addressed, I will introduce what Guba and Lincoln (1982) call the human as an
instrument approach. This is where the focus turns to understanding the respondents’
individualized experiences and their reflections about those experiences.
The interview will be semi-structured, drawing largely upon the respondents’ answers to
the second survey questions. The interview will have a hard limit of 60 minutes. This amount of
time in a one-on-one session will allow for an in-depth conversation. If more time is required, I
would seek the permission of the respondent to continue or schedule a follow-up interview. The
semi-structured format is designed to allow me to develop a rapport with the respondent and get
them to open up about their background. After completing the interview and reviewing the notes
and Zoom recordings, I will create a respondent profile that will be used in this
phenomenological research study.
Data Collection
This study will use two surveys (see Appendix C & D) and a semi-structured interview
(see Appendix E) to seek the lived experience of first-generation students who are in their first
year of college. The initial survey will ask questions that confirm the qualification requirements
of participants to be in this study. These qualifications requirements will be listed in the social
media/email/flier solicitation for participants as well to screen eligible participants (see Appendix
A). The survey will include questions such as the following:
• Are you in college?
• Are you a first-generation student?
• Have you ever had a mentor while in college?

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The second survey will ask more detailed questions, designed to create the structure for those
that are chosen for the final participants. The semi-structured interview will ask questions that
are based on the research questions. The semi-structured interview strategy is good for this
research study because it allows for the collection of qualitative open-ended data. The semi-
structured method is also effective because it allows for the analysis of the thoughts, feelings,
and beliefs of the individual on a deeper, more personal, level.
Data Analysis
This research will use thematic content analysis (TCA) to analyze the data collected from
the interviews.
Confidentiality
Data will be collected in accordance with the primary goal of protecting the respondent’s
privacy. For the surveys, data will be stored in a Google Sheet to which only I will have access.
For the interviews, all recorded data and written responses will be stored according to the IRB
guidelines and properly disposed of at the conclusion of all research.
Ethical Considerations
The only ethical consideration with this research study exists in the possibility of
exposing sensitive areas of the respondents’ past or present. The phenomenological nature of this
research requires a personal approach and as such the participants will be asked about personal
information regarding their background and experience. This will include information about
family history, upbringing, finances, educational past, and progression. If any of these questions
are sensitive, there is the possibility of the respondent becoming uncomfortable or even backing
out of the study. For this reason, it is important to be mindful and considerate in developing the
questions as well as creating the environment and the opportunity for the respondents to move

32
forward at their own pace. Additionally, as part of the informed consent process, campus mental
health resource contact information and procedures will be included.
Conclusion
The purpose of the study was to determine what university-sponsored support structures
are in place to assist first-generation students with their educational, socio-emotional, and
financial needs. A qualitative approach was used in this study to share the lived experiences of
eight first-year college students once exposed to the first months of college life. This was
accomplished via two surveys, and up to two semi-structured interviews per final participant.
The data collected from the students was analyzed to address the central research question of
what university sponsored supports are in place to assist first-generation students in not dropping
out of college after their first year. The findings of this study are detailed in Chapter Four with a
discussion of the findings in Chapter Five.

33
Chapter Four: Findings
The goal of this research was to create an open environment for first-generation, first-
year students to share their lived experiences at a 4-year university. The particular focus was
through the lens of understanding their knowledge of programs in place at the university
designed to assist them with progression. To accomplish this goal, a phenomenological
qualitative approach was used with a total of eight final participants in individual open-ended
interviews. The eight participants were chosen from a pool of 50 respondents to the initial survey
that was shared. The open-ended nature of the interview allowed me to expand in various ways
depending on the answers shared by the interviewees.
Themes
During the analysis of the surveys and interviews, there were five major themes that
became apparent from the research. The themes that were coded were as follows: (a) lack of
financial support from home; (b) unpreparedness for college; (c) not knowing where (or who) to
get help; (d) lack of diversity; and (e) insecurities about graduating. Each of these areas will be
focal points of discussion in the next chapter.
Background
Each interview began with the participant detailing their background, including family
structure, educational history, and their initial desire to attend college. Depending on their
responses, sub-questions may have been asked. Obtaining this background information was
important because the next set of questions inquired about their level of preparedness
academically, mentally, and financially before attending college, on a scale of 1 to 4, 4 being the
highest. The individual responses are recorded in Figure 1.

34
Figure 1
Preparedness Levels for College

There were a total of four ‘not prepared’ responses and only one respondent reported
being not prepared in more than one category. Five of the eight respondents chose ‘somewhat
prepared’ and ‘somewhat not prepared’ only. The median response for all respondents was
‘somewhat not prepared.’ One student, who, in their own words, went to a poor high school,
expressed the following:
I was somewhat prepared academically because I felt like what I learned in high school I
was gonna be able to bring it here but now that I got here, I realized that my high school
really wasn’t helpful. I went to a school that was like poor, that’s how they look at
themselves. The curriculum and just the way they taught things wasn’t it and it didn’t
prepare me for school. (NCUF1, 2021)

35
Another student who attended a college preparatory high school, earned straight As, and
successfully completed eight AP classes had a very similar comment regarding their academic
preparedness.
I’m honestly not very prepared. The high school I went to didn’t prepare me well for the
workload or the rigor. I mean like before coming here like I’ve never written a research
paper before. Plus, I was really like I didn’t even know what peer-reviewed articles
meant. I just thought like for the most part Wikipedia was a good source. Also, it is not
the same level of studying that you have to do like in high school. I just wasn’t really
prepared for this. Everyone around here sounds so smart and like they contribute such
amazing things to like conversations and stuff and then like I’m still struggling to
understand like what the reading is about. (NCUF5, 2021)
One of the students who indicated that they were somewhat prepared had the following response
to the academic preparedness question:
I believe I was one of the top students in my class. Like in the top 10% and academically
I believe that I did well. But understanding the academic rigor of school or just a new
season, in general, took some getting used to. I didn’t know if I could keep up or compare
so I was a little worried at first. However now, I am adjusting well to it. (NCUF9, 2021)
Mental preparedness was the lowest-rated category overall of the three. As mentioned
previously, the stress that these students were experiencing was apparent throughout the
interview. Given that the interviews were taking place right before finals, that could explain the
elevated stress levels. Or, it could be the weight and expectation placed on them being one of the
first in their family to attend a 4-year university. One student from a single-parent household in
San Jose, California shared the following comments:

36
Well before like before coming to college, I knew that it was gonna be very hard, but my
mental health was like something that I knew I had to work on. I had a lot of burnout in
high school and I was very tired and very exhausted a lot. Also, I almost chose another
school instead of this one because I thought it would be easier. The academic rigor would
be a little less and it would be better for my mental health, so it was definitely something
I contemplated. Once I got here, I realized that I am a little unprepared. I just need to
really get myself together and push through it. I think I’m still a little behind in some of
my classes, so I feel a little bad about that but otherwise like I think I adjusted okay.
(NCUF4, 2021)
A student whose parents moved back to Mexico during their senior year commented that high
school was easy even though they were remote. To explain the difference at the university, they
said the following:
It’s hard. College is hard and I was like oh this is my first semester at school. Mentally I
was unprepared because, in high school, the teachers weren’t allowed to make the work
very hard. The main goal was that everyone passed and moved on to graduation. The
academic policies of my high school and here are so very different and that is affecting
me mentally. Now I am like, oh my God why am I feeling like this? And also, just
dealing with students that I’ve never really had to like deal with before growing up like
that also ties into like the mental unpreparedness. Today, I’m like whoa I’ve never really
met someone like you you’re just like someone that I read about or saw on TV. (NCUF3,
2021)
Of the eight interviews, no one reported being not prepared financially. Every respondent
utilized a fee waiver to apply to their school as well as other UCs and CSUs. Half of the

37
respondents chose their school because of the financial aid package. One indicated that they did
not even think about the cost and just believed that it would work itself out.
Right now, the cost I’m paying is pretty low so it’s not a big deal. I can’t really elaborate
on it too much because it was just like when I saw the cost, I was like okay I’m prepared
for this, but I don’t know the other costs that are gonna be coming up. That’s what I’m
probably not gonna be prepared for. (NCUF1, 2021)
One respondent currently works two jobs and is very concerned about the ongoing cost of
college.
My parents are working really really hard for me not to go into debt. I filled out all of the
financial aid stuff, all of those applications, and the FAFSA all by myself. I’m pretty sure
I did not do it correctly. I even applied to a couple of scholarships, and I think I found a
good one that should accept me. My parents are doing the most that they can but I know
it is a lot for them. (NCUF8, 2021)
Two students reported receiving a specialized scholarship from the university. This is awarded to
low-income students from partner high schools. Those that are awarded this scholarship are
offered full tuition, housing, and school expenses for 4 years pending a minimal GPA. One
student described the experience.
The main reason I was able to attend this school was that it was going to basically be free
for me. Because of my family income and also the scholarship that I was selected for. It
was free housing, free tuition, and also guaranteed housing; this was also really important
to me. Just because getting housing here is super hard. As long as I keep the 3.0 and
above. And it’s basically just giving us that like financial security that we really need

38
because most of us that came from those schools, probably couldn’t afford to go here.
(NCUF3, 2021)
Sense of Belonging
The shared story amongst the respondents was generally the same. Each student has spent
their first three months on campus trying to find their place. Each of them are determined to
make the best out of this opportunity to attend this university. Each one trying to find their sense
of belonging, which is the lens by which this research is being conducted. Students who have a
sense of belonging are more comfortable, exhibit less stress in their environment and are more
likely to utilize resources, seek assistance, and ultimately graduate (Stebleton et al., 2014; Tovar
et al., 2009). In the first-generation survey, each participant was asked to share, in their own
words, what it means to have a sense of belonging. Their responses, shown in Table 1, provided
a foundation for the open-ended nature of the interview.

39
Table 1
In Your own Words, Explain What it Means to Achieve a Sense of Belonging
Respondent Response Do you
have it?
NCUF1 A sense of belonging is without a doubt important to me. I don’t
want to be one of the people who don’t make it to their
sophomore year due to challenges, or other reasons. I can admit
my fall semester was not the best in my opinion mentally, or
emotionally because the college environment is demanding, and
has caused some insecurities. In addition to this, coming from a
high school with diversity shifting to a predominantly one race
has made me feel as though I don’t belong. Even though it was
challenging emotionally I managed to hang in there. With that
being said I would like to have a great college experience, being
connected to more opportunities is something I want. I don’t
know where to start but getting some help would be a great
opportunity for me.
No
NCUF2 A sense of belonging is a feeling of being able to be in a place
without feeling out of place and without having any anxiety
No
NCUF3 Having people understand where I am coming from, and not being
afraid to ask for help. Feeling comfortable.
No
NCUF4 I think what it means to achieve a sense of belonging is being in a
place or community where you feel welcomed, safe, and loved
for being who you are. You have a voice and a purpose in the
group, and you are welcomed there.
Yes
NCUF5 It’s like having another home. No
NCUF6 Having a sense of belonging is having a sense of community.
Being surrounded by people who share your customs or at least
your struggles.
Sometimes
NCUF8 To me it means to feel welcome and supported, to not feel distant
or out of place.
Not yet
NCUF9 It is a sense of being a part of something bigger than yourself,
fitting in a community of people with similarities.
Yes

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Fifty percent of the respondents report having no sense of belonging at the university.
Twenty-five percent report having achieved a sense of belonging and two respondents are
somewhere in the middle. During the interviews, their answers were read back to them, and they
were asked to expand on their original answer. One of the students who reported having no sense
of belonging stated the following:
I didn’t think that it was gonna be hard for me to come to a predominantly white school,
but it’s actually been harder than I thought it was gonna be. I really wanted a sense of
belonging here but so far, it is really hard. (NCUF1, 2021)
The student that reported that they had not yet achieved a sense of belonging was more hopeful.
I just thought it was kind of naive of me to think but I was gonna be like okay I’m by
myself. I’m gonna meet all of these new people and it’s gonna be a brand-new
environment. I’m gonna just be able to get out and do things on my own and it hasn’t
really been like that. I didn’t expect the difference to be that big and just like especially in
the people I don’t know in the culture. Culture is important to me and the lack of it on
campus is really shocking to me. (NCUF8, 2021)
One of the students that reported having achieved a sense of belonging attributed it to her
relationship with her roommate.
My roommate is my best friend since 4
th
grade, and we get along really well. Also, when
I was at home, I was already independent. I was already doing the little things like
washing my dishes, laundry, getting myself up whenever I wanted to, so it wasn’t too
much of a shock here. As for the people around me, everyone’s super nice and friendly.
We all get along really well. We just knock on each other stores like down the hall

41
whenever we want to get food with someone especially late at night when it’s a little bit
dangerous outside. We have a buddy system. (NCUF9, 2021)
This same student was the only one who reported a positive relationship with their roommate.
Seventy-five percent of the respondents reported negative roommate relationships which they
admitted made it difficult for them to develop a sense of belonging. No one reported feeling
comfortable or even able to hang out on campus. One student, who has all their classes at an
extension campus, reported never being on campus, in the traditional sense.
My classes are not on campus. They are all in an extension. The classes are much smaller
so you can interact with the students who are your classmates and with the professors. It’s
like a transitional phase between high school and college. (NCUF6, 2021)
From the research, it became clear that for the most part, a sense of belonging was missing from
the lives of these students.
Research Questions
To answer the research questions, data was collected from the eight final participants as
well as the responses obtained from the first-generation survey. Since the surveys were used as
part of a purposive sampling methodology for interview participants, the presented findings
come from the interview data. Some limited statistical information is also being shared from the
survey results. Without exception, each of the participants exhibited genuine excitement at the
opportunity to participate and this energy was exuded during the interviews. Each participant
shared their experience, including background information, thoughts about the university before
attending and after, as well as fascinations and disappointments. A thorough analysis of the
transcripts and associated notes for each participant was used to present the answers to the
research questions.

42
The discussion for each of the research questions will be centered upon the focal points
as listed in Table 2. The respondents’ answers to the interview questions are used to provide the
answers to each research question from their specific viewpoint. This is the basis for the
phenomenological aspect of this research study.

Table 2
Focal Points by Research Question
Research questions Focal points
What university-sponsored support structures are in place to
assist first-generation students with their educational,
socio-emotional, and financial needs while pursuing 4-
year degrees?
Financial
Academic
Mental health support
Medical services
Social integration
What outreach mechanisms are utilized to publicize the
availability of university-sponsored support services that
may be accessible to incoming and current first-
generation students?
Relationships
University messaging
Campus postings
Staff dissemination
Snowballing
How effective are mentoring programs in increasing the
retention and graduation rate amongst first-generation
students?
The right mentor is crucial for
optimum success.

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Research Question 1: What University-Sponsored Support Structures Are in Place to Assist
First-Generation Students With Their Educational, Socio-Emotional, and Financial Needs
While Pursuing 4-year Degrees?
The respondents’ answers to interview questions regarding their level of understanding of
financial, academic, medical, mental health and social integration services are summarized in
Table 3. The primary findings listed are explained in detail in this section.

Table 3
Summary of Findings From Research Question 1
Primary findings
On a scale of 1 to 4, respondents reported a mean of a 2 (limited knowledge) regarding
knowledge level of services offered by the university.
Respondents reported no knowledge of connection between academic support and financial aid.
Respondents were aware of medical and mental health services but had not opted to utilize them
yet.
Respondents were not aware of any official social integration services. All knowledge was by
way of social media and word of mouth communication.

44
Each of the eight students that were interviewed was asked to rate their knowledge level
of the support services that were available to them at the university from the following
categories: (a) financial support; (b) academic support; (c) mental health support; (d) medical
services; and (e) social integration. These questions were asked during the month of December
after the students had been on campus for a few months and had some opportunities to gain some
familiarity with the environment. The respondents were asked to use a scale of 1 to 4, with 4
being a high level of understanding/comfort with the service and one indicating no
familiarity/knowledge whatsoever. As shown in Figure 2, the results were as follows:

Figure 2
Knowledge of Support Services

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Utilizing the median of responses indicated that amongst the sampling of first-year, first-
generation students, awareness, and utilization of these services was low and in multiple cases,
other than existence there had been no attempts to seek support from them. Nor were they
knowledgeable about the connection between financial aid and academic support.
Academic Support
Respondent NCUF2, a student of immigrant parents earning between $100K and $200K
per year, shared a story about a hold on their account for $10,000.
I got a notice that I had a hold on my account because of like ten thousand dollars. It was
like a lot. I had already applied for a parent plus loan Iike I did before even coming here,
and I don’t know what happened, I thought it was just taking time, but now I had a hold. I
tried calling the financial aid office or whatever number I could find because I am
concerned, and they tell me that it’s processing. Give it time. So, I remember calling
them again later and they tell me the same thing, give it time. After another month I
called again, and the woman tells me that they don’t have my application. They tell me
that I can apply again but it will take a few weeks to process. My classes are starting soon
and when I call, they tell me that my account has a hold and I will be dropped from my
classes. My parents are scrambling trying to come up with the money to deposit in my
account and I am thinking that I won’t be able to stay in school. I finally tell a friend who
had a similar situation, and she suggests that we go to the EOP office and talk to a course
counselor. We had to get there at like six or seven in the morning and there was already a
line. Long story short, the hold didn’t even affect my classes. The lady found my
application and it showed that it was approved, and the money would be in my account in

46
a few days. It was so stressful. I wasn’t eating. I was crying. I thought I going to pass
out.
While sharing the story, the stress and anxiety they were feeling was apparent. They went on to
say that based on that scenario, they are very untrusting of the university’s ability to support
them if the need arose.
Financial Aid
It should be noted that each surveyed student was the recipient of some level of financial
aid, but for the most part, was not aware of additional services that were available from the
office. As seen in Table 4, of the eight students, 75% of them surveyed parental incomes of $50K
per year or less; only 12.5% surveyed a parental income exceeding $100K per year.

Table 4
Respondent Family Income Level
Family income level Percentage
Less than $25K per year 37.5%
$25K to $50K per year 37.5%
$50K to $100K per year 12.5%
Greater than $100K per year 12.5%

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Each of the students felt a high level of responsibility of not burdening their parents with
requests for money. The reasons for this higher level of independence included reports of parents
not having a lot of money.
I don’t plan on letting my parents pay for any of it just because they only make so much.
I wouldn’t want them to take on the burden. Especially because I’m the educated one and
therefore I should be able to make more than they do. I just wanted the responsibility to
pay put on me rather than my parents. (NCUF9, 2021)
Other reasons included having a higher level of education than their parents.
I feel like I should get a job as I had before coming to college. Right now, I can’t spend
my money like I want because I have to make it last through the semester. I can’t call my
parents for additional money. They don’t have it. (NCUF6, 2021)
One student reported that their two older sisters are still in college, and it is completely paid for,
so she cannot go to her parents due to family expectations. “Both of my sisters, like got
everything paid for in college so it’s like my family’s understanding of college is that if you have
to pay out of pocket, then you didn’t do something right” (NCUF5, 2021).
Mental Health and Medical Services
Each interviewed student reported knowledge of medical and mental health services on
campus. Each reported knowledge of its existence. “Is that the Tang Center” (NCUF2, 2021)?
“Medical center? No. Oh wait, is that UHS, UH C, UHS yeah, S” (NCUF3, 2021)?
No one stated they had ever used any of the resources, but they knew they were there.
They were also all aware of the mental health services. One reported that they had seen a flier
“or something like that” (NCUF1, 2021).
One respondent spoke of requiring mental health services.

48
I’m trying to get my services transferred over there. I’ve been in contact with them. I
have a mental illness like it’s diagnosed, and I take medication for it and some days it’s
like really hard to get out of bed in the morning. Or like go down to eat. I don’t know I
guess it’s just like hard when you don’t have the presence of a parent there just like
urging you to get your day started. (NCUF5, 2021)
The other students were asked if there was anything preventing them from seeking support from
mental health services. No respondent expressed an aversion to seeking mental health services if
they felt they needed them. One replied with the following remark: “If I am paying for it, I’m
gonna use it” (NCUF1, 2021).
Social Integration
Each of the respondents reported limited knowledge of any official university-sponsored
activities for social integration. They did acknowledge receiving invitations from their resident
assistant (RA) and having to participate in floor meetings on a regular basis. Much of the social
integration came from following certain social media groups or general word of mouth. Social
media is a primary source of communication and information gathering for these students but not
much of that is university sponsored.

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Research Question 2: What Outreach Mechanisms Are Utilized to Publicize the Availability
of University-Sponsored Support Services That May Be Accessible to Incoming and
Current First-Generation Students?
The respondents’ responses to interview questions regarding how they obtained
knowledge about university-sponsored support services are summarized in Table 5. The primary
findings listed are explained in detail in this section.

Table 5
Summary of Findings From Research Question 2.
Primary findings
Most of the respondent’s current knowledge about services comes from physical and social
relationships.
No one reported being aware of any physical information delivered to them, nor receiving
electronic communication. One thought they may have seen something once, but they were
not sure.
A lot of information comes via communication with the resident assistants. Either by way of
formal messaging or dormitory conversation.
As students uncover new information, they share it with their friends. Individuals can spread
information faster than mass communication.

50
Relationships play a huge part in the communication process between the university and
the student. Of the eight interviewed students, none of them knew anyone affiliated with the
university before arriving on campus. Two students knew other students, either upperclassmen
who went to the same high school and graduated before them, or students who graduated with
them and attended their same school. Neither of the surveyed participants knew any juniors or
seniors before the start of school. Most of their connections were made from social media and
primarily Instagram.
Messaging from the university regarding first-generation, first-year students has been
limited in receipt if at all. Most of the university official communication is sent by email that
goes unread or sent by paper communication. Both of which get lost in an unread list of
messages or tossed out before being properly examined. “I don’t know. I think I might have like
seen something, but I definitely didn’t read it, if I did. Maybe I should have? Oh well” (NCUF1,
2021). The EOP office has an official Instagram account where events and announcements are
posted, but none of the respondents reported that following this account.
There is no regulation for posting items on-campus. There are designated areas on
campus where fliers, posters, etc. can be posted, but unless it really stands out, the likelihood of
it being seen is minimal. Posting items on or near the residence halls would greatly increase the
likelihood of being seen by the students but none of the respondents reported seeing anything
focused on first-generation or first-year students in the residence halls either. Campus postings,
unless they are large banners or signage affixed to buildings, do not seem to be the most effective
way for the university to spread awareness about programs or opportunities.
Staff dissemination is likely one of the more effective outreach mechanisms for the
university if you consider the resident assistants as staff. The resident assistants not only have

51
access to their student’s contact information but also have a considerable amount of facetime
with them as well. Scheduled meetings, impromptu conversations, and random meetups allow
for a substantial amount of time for staff to promote university activities. Each respondent
reported a positive relationship with their resident assistant, which increases the chance of shared
information being received.
Snowballing is the best outreach mechanism that the university can depend on, even
though it is not university sponsored. The university hopes that as one person finds out about an
opportunity or a service, they will tell someone else about it. This snowball effect allows a
message to spread rapidly through channels that the original sender may, or may not, have had
access to. Snowballing can take advantage of each of the other methods because everyone is able
to expand the message via social media, email and messaging, conversation, campus postings,
and any other means of communication.

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Research Question 3: How Effective Are Mentoring Programs in Increasing the Retention
and Graduation Rate Amongst First-Generation Students?
The respondents’ answers to interview questions regarding their understanding of
mentoring and mentoring programs as well as descriptors of the ideal mentor for each of them as
an individual are summarized in Table 6. The primary findings listed are explained in detail in
this section.

Table 6
Summary of Findings From Research Question 3
Primary findings
All respondents reported desiring a mentor and the belief that having the mentor would be
good for their academic progression. No one was currently in a mentoring relationship.
The most important qualities of a mentor according to respondents were tutoring,
guidance/navigation and similar major studies. Location, career path and friendship were
next; then age and gender.
Half of the respondents were in previous mentoring relationships. Two had been a mentor in
high school. All four recalled positive experiences in these relationships.

53
One of the survey questions asked the participants about their belief that having access to
a mentor would be beneficial to their progress. Their answers, as seen in Table 7, provided
direction for the section of the interview discussing mentoring and mentorship opportunities.

Table 7
Would Having Access to a Mentor Be an Asset to Your Progress This Year?
Respondent Response
NCUF1 Yes
NCUF2 Yes
NCUF3 Yes
NCUF4 Yes
NCUF5 Yes
NCUF6 Yes
NCUF8 Yes
NCUF9 Yes

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One student, although they answered yes, was very quick to offer a point of clarification.
“Mentoring works when you get paired with the right person and the people that pair you with
the mentor really take all things into consideration. It can’t be like, here is your mentor, be
grateful” (NCUF3, 2021). During the interview, the participants were asked to envision their
perfect mentor.
My perfect mentor is someone who is willing to have patience with me; someone who is
willing to have that one-on-one conversation with me; someone who is willing to look
out for me; someone who doesn’t like doubt me but encourages me to do better. (NCUF1,
2021)
On a scale of 1 to 4, 4 being the highest, they were asked to rank the level of importance for a
mentor across nine categories. Their responses according to median values as represented by
Figure 3.

Figure 3
Qualities of a Mentor

55
The most important qualities, according to the respondents, were tutoring,
guidance/navigation, and major. Having access to someone with similar goals that could relate to
what they were going through was a resonating theme throughout the interviews.
I know it would be really helpful for me. Having a mentor would be good. Coming to
college, or transitioning from high school to college you’re on your own and it’s fine
because I’ve always been an independent person. But I don’t know the process of college
and I need somebody to really guide me and help me and make sure that I’m on a good
track. (NCUF1, 2021)
Location, career path, and friendship had a median value of a three from the participants.
These areas are important but not deal breakers for a good mentoring relationship. One
participant had the following to say about the limited importance of location.
It wouldn’t matter because no one needs to meet up to have a conversation. I’m like, you
can just call me during this time or just text me all the information so I can just look over
it. Plus, I have Zoom, Facetime and other ways to connect. (NCUF2, 2021)
Regarding friendship, only one participant reported that they would rather not be friends with the
person.
Yeah, we don’t have to be friends. I think I’d rather keep that professional. Like a mentor
/mentee relationship. I think once things get a little bit more friendly it kind of distorts
things. You know, I’d rather be nice to them and just be honest with them. I’d keep that
boundary ‘cause that’s really important to me. I wouldn’t want the friendship to get in the
way of honesty. (NCUF3, 2021)
The least important aspects of a mentoring relationship, according to the participants,
were age and gender, although there were two respondents reporting that someone identifying as

56
the same gender would be important to them. None of the participants cited age as a defining
factor in the quality of a mentoring relationship although most agreed that anyone older than 50
would be a stretch. “I mean if I have to like visit them and they are like in a retirement home,
then I think they are way too old to mentor me” (NCUF5, 2021).
The participants were asked if they had any experience with mentoring, either as a
mentor themselves or if they had been mentored before. Half of the participants had no
experience with either. Two participants had been mentored through a program in high school.
I think it’s such a good resource for people, especially for low-income students. I have
had a mentor before. I was paired up with a mentor who had already graduated college
and she helped me apply. If I had done the applications without her, I think it would have
been so much harder and I honestly think I would have l not even applied if it hadn’t been
for her. Mentoring for me was a good resource. (NCUF5, 2021)
I think mentoring is a good concept. I also forgot to mention that I did join this college
mentor program thing. I got matched up with like a mentor and she was a big help in
getting me in college. The program I was in is full of adults who were already in like
positions in companies and stuff. They matched me up with one and it was really helpful.
So yeah, I agree that mentoring is very helpful. (NCUF4, 2021)
Two participants expressed interest in being a mentor if the circumstances were right. “I would
be interested in a mentor, I think. I would consider being a mentor if someone was genuinely
interested in following in my footsteps” (NCUF6, 2021). “If someone like me saw where I am
and wanted my help to get here, yeah, I’d be interested in that. If they weren’t like me (long
pause then shook head no)” (NCUF5, 2021).

57
Summary
This study allowed for first-generation, first-year students to share their experiences thus
far during their first year of college, specifically in the terms of their awareness of services that
are available to them. To properly frame their perspectives, the students were also asked to
describe their upbringing, background, and exposure to college life/expectations prior to
attending college. The emergent themes discovered during the study are mostly in alignment
with existing literature about first-generation, first-year college students and the effect of
mentoring on their ability to matriculate successfully. The phenomenological nature of the study
revealed that although many programs exist to assist students with their first-year experiences,
the sample population that was interviewed had little to no knowledge of those services nor how
to go about accessing them.

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Chapter Five: Summary and Discussion
The purpose of the study is to determine what university-sponsored support structures are
in place to assist first-generation students with their educational, socio-emotional, and financial
needs. First-generation students have long struggled in each of these areas and if the statistics are
to be believed, there has not been any improvement in the lived experience of the first-generation
student attending a university. To obtain first-hand perspectives, I gathered qualitative data from
a series of interviews with eight first-generation students who were completing their first
semester at school. The timing of the interviews was specific to capture more of their lived
experiences thus far, versus only the initial perception. The themes obtained from the interviews
were not only eye-opening but provided a number of recommendations for the university as well
as future generations of students.
Themes
As mentioned in Chapter Four, there were five major themes that emerged from this
research study. The themes that emerged were as follows: (a) lack of financial support from
home; (b) unpreparedness for college; (c) not knowing from where (or from who) to get help; (d)
lack of diversity; and (e) insecurities about graduating. For this final chapter, I would like to
relate the relevant literature regarding first-generation students to my findings from the study. I
will highlight not only the areas of commonality with previous research but also detail any
differences within my own findings. Finally, I will make suggestions for continued research on
this topic and conclude with a personal reflection on my own experience during the study.

59
Discussion
Lack of Financial Support
There is a significant amount of research on first-generation students. The commonality
of the majority of their data is that the terms first-generation and low-income are often
interchangeable. More than 4.5 million low-income, first-generation students are enrolled in
college (Mitchall & Jaeger, 2018). Demographics indicate the first-generation college students
will look to higher education to improve their financial status (Stebleton et al., 2011). First-
generation students tend to come from families with lower socioeconomic status (Soria &
Stebleton, 2012). While conducting my research with the eight first-year students in my study, I
found the data observed to be in alignment with the published literature. Three-fourths of the
participants came from families with incomes less than $50K per year. Half of that group came
from single parents making less than $25K.
I found it fascinating that despite their individual financial situations, each student
interviewed was adamant that they would not call upon their parents’ financial resources to assist
with school. Each student was the recipient of one or more sources of financial aid, ranging from
a full scholarship to a minimum of a few thousand dollars. That student felt that they must have
made an error on the FAFSA because their financial aid package was so low. All but two of the
students would like to graduate with a limited amount of loans. The belief is that student loans
are a trap, and they would like to eventually graduate with a clean slate.
This was an area that was missing from the research. There is plenty of information that
addresses the low-income nature of the families of first-generation students. There is some
literature that addresses the struggles placed on the families to pay for college (Finkelmeyer,
2010; Warnock, 2016; Zaloom, 2019). There is limited to no research on students who are

60
determined to purposely finance their education without family assistance. To a large degree, this
is due to their knowledge of their parents limited financial resources. However, to hear the
students speak of their desire to not involve their parents in the financing of the process was
refreshing.
Unprepared for College
Is college hard? “No. But it’s a lot. I had no idea that it would be like this’’ (NCUF3,
2021). Seven of the students interviewed reported taking at least four advanced placement (AP)
classes during high school; one took 16 AP classes; one was dual enrolled in a community
college while in high school. Yet, none reported that they felt prepared for college academically,
reporting a 4 on the survey. This differs somewhat from current literature in that much of the
research indicates that first-generation students suffer from lower grades in high school (Gibbons
& Woodside, 2014). Data derived from my study did not support lower grades, but lower
standards in high school. “The school I came from was not really college focused. It was like just
graduate” (NCUF3, 2021). Each of the participants reported getting good grades in high school,
some having straight As, but it did not add to their level of academic preparedness.
As mentioned in Chapter Four, the median responses for levels of mental preparedness
before college were at a two, meaning somewhat not prepared. This is connected to current
literature in that levels of mental preparedness are tied to environment and influences within the
student’s environment (Covarrubias et al., 2014). According to a study from the Higher
Education Resource Institute (HERI), an ongoing longitudinal study of American colleges and
universities, first-generation students are less prepared for college than their non-first-generation
counterparts putting them at a higher risk of failing or dropping out (Saenz et al., 2007).

61
Current literature additionally points out that although degree aspirations for first-
generation students have been on the rise, first-generation students still tend to have less
information about degrees, the college process, and the availability of resources (Saenz et al.,
2007). This was in alignment with data revealed from my study. Each participant was asked
about their earliest recollection of being motivated to attend college. Half of the participants
reported desiring to go to college for as long as they could remember. Two had siblings that had
gone to a 4-year university before but ultimately dropped out before finishing their degree. One
had two siblings at a 4-year university who are still in school but have not completed their
degrees. All eight reported that they did not get serious about college until after their sophomore
year in high school.
Going to college was always an idea but when I was a junior it became a plan. I knew
that once I graduated from high school, my parents were going to be like ‘okay, you gotta
go to college. You can’t just sit here and do nothing’. (NCUF1, 2021)
None of the respondents visited their school before they applied and only one visited the
campus prior to the start of school. This data adds validity to the research that for first-generation
students, the first-hand knowledge of the college experience is missing and therefore difficult to
properly plan for in advance.
How do I get Help?
Of the eight students that I interviewed, only one had any knowledge of the educational
opportunities program office. Specifically, they had a direct dial phone number to a person in the
office who was able to help them through a troubling situation. The other seven students had a
general awareness of a program but did not know the name nor how to access any services.

62
My motivation for undertaking this study was to increase awareness of services offered at
the university level to support first-generation students’ engagement and retention toward
graduation. All the ongoing research supports the fact that the levels of engagement and retention
for first-generation students are less than that of their non-first-generation counterparts. This
school has offered services through EOP for more than 50 years. Obviously, there is a
disconnect. When I attended this school as a first-generation student, the EOP program was
there. It was not until I went back, 12 years later, to complete my degree, that I realized its
existence and was made aware of the services that were available. I can only wonder if I had
known of different options, would I have made a different choice.
The problem is not that help is not available. It is that the majority of first-year students
have no idea where to find help. For those that are overwhelmed with the transition to college
life; burdened with the dilemma of how to finance their education; falling behind in their classes
due to unforeseen circumstances; many times, the option is to leave school. Like myself, if these
students were aware of programs designed to assist them, would they have made different
choices?
Lack of Diversity
The race/ethnicity of the participant was not a significant identifier for this study. There
were no questions in the survey or interview that specifically addressed the race of the
participant. Even still, when discussing the participant’s sense of belonging, the lack of diversity
at the university was a factor in every interview. One participant commented that there is no real
diversity on campus. “All I see is White people and Asian people. This school got its diversity
card from Asian people” (NCUF2, 2021). Another student spoke of the different racial groups on
campus sticking together.

63
The one thing that I have noticed is that there is a very low population of Black students
on campus. When you do see them, they stick to their groups which is totally
understandable. It’s like most of the friends I’ve been able to make are Mexican. It’s just
not what I am used to. (NCUF7, 2021)
Arguably this lack of diversity can be attributed to school choice. According to the office
of admissions, this university received over 87,000 applications for the 2021 freshman class. The
number of students granted acceptance was just over 13,500 with 26% of them being first-
generation.
As identified in Figure 4, the admitted percentage of Asian students (41%) was slightly
equal to the Hispanic (19%), White (19%) and Black (3%) populations combined. For a Black or
Native American/Pacific Islander student, this school may not be the right place if diversity is an
important factor in school choice.

Figure 4
Race/Ethnicity Breakdown by Freshman Enrollment

64
Each of the participants reported graduating from a school and living in a community that
was more diverse than their current environment. Even more, they left an environment to which
they were accustomed for at least three years. No one had been on campus for more than three
months at the time of the interview. The students were asked if they felt better about the lack of
diversity now that they were on campus for a little while.
Mentally, it’s still a shock for me. I know it’s a big university and I knew it was
something that I would have to get used to, but I didn’t think it would be this hard for me.
I’m the sole black student in a sea of white students. (NCUF1, 2021)
The others shared similar answers. One shared a message that was more hopeful.
It’s me stepping out of my comfort zone. I’ve lived in Garden Grove all my life. My
family and friends are there. Coming here, yes I have my best friend, but I just have to
adapt and find a group of people to fit in with. (NCUF9, 2021)
Insecurities about graduation
Close your eyes and look forward five years in the future. Do you have a degree from this
school? None of the participants said yes. Each of them had a version of the same answer.
“I hope so” (NCUF1, 2021). “That would be nice” (NCUF3, 2021). “I want to say yes, but you
never really know, right” (NCUF6, 2021)? The doubt that was present in the hearts of the
participants was obvious in their body language and words. I asked about the types of things that
could make them feel more positive about the possibility.
• A big factor for their insecurity is not knowing if they will have enough money for
each semester. “Right now, I am okay. We will see what happens next semester”
(NCUF4, 2021).

65
• No one stressed having trouble keeping up with the curriculum although, as
previously discussed, no one felt academically prepared. A few scholarship recipients
expressed concern that keeping their scholarship meant that they needed to keep their
grades up.
• For the most part, the students want to fit in and continue to get use to the new
environment. “Having access to more friends would increase my sense of belonging”
(NCUF2, 2021). “I want to want to be here. Right now, I hate it. I’m thinking of
transferring anywhere” (NCUF5, 2021). On a long enough timescale, the participants
will likely get used to their environment. The challenge is that some of them will not
have four years to make this happen. For this population of students, the first year is
crucial because more than 25% of them will not return for their second year.
Mattering
“This school doesn’t care for the students. I feel like we are not appreciated and it’s hard
to find opportunities here unless you’re a scholarship recipient or a recognized scholar student”
(NCUF5, 2021). Five of the eight participants asked me if having a degree from this school
really mattered. They expressed that they were just a number and not even a big number. One
commented that no one would care if they left school and they could just go get a job and be
okay. Like the concept of fitting in, the need to matter is important to this population of students.
Especially when stress levels are higher, these students are looking for a reason to continue. Like
fitting in, this will get easier over time as the students get used to the demands and challenges
that are before them.

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Limitations of the Study
The findings from my study are limited by sample population used. Each of the students
interviewed met the initial requirements for the study: first-generation, first-year student at this
particular northern California university. They were selected via purposive sampling where I
chose the participants that were the most useful for purposes of the research. Of the eight
participants that were interviewed, none of them identified as male. Gender was not an identifier
particular to the research, but it is possible that some of the findings may have been different had
any male identifying subjects had been selected.
Additionally, each of the participants lived in the residence halls. Again, living
arrangements were not a particular identifier, but the lived experience of someone who lived at
home, with extended family or other living arrangements off campus might have provided a
different perspective.
The other limiting factor may be sample size. Within qualitative research it is acceptable
to have a small sample size however capturing feedback from a larger sample might offer better
insight on the subject. I would be careful not to make broad generalizations regarding any subset
of the sampled population, especially aforementioned areas that were not particular to the study.
Continued research in this area with a different set of questions could open additional areas of
interest.
Implications
This study has implications for first-generation students. Also, for universities with
educational opportunity programs or similar organizations designed to support student transition.
Findings from my study show that despite the presence of support organizations, more effort
must be taken to raise awareness. First-generation students suffer from a lack of knowledge of

67
campus practices and possibilities that are designed to help them. To coin a phrase, they do not
know what they do not know. Through my research, I have discovered that a large component of
the success of the first-generation student is based on their ability to connect with others, find
their place within the institution, and access resources. If awareness could be made about
practices and programs for this student population, the adjustment curve could be lessened, and
students could find more purpose in their place at the university faster.
This awareness must come from multiple sources. The university that has the program
must do a more exhaustive job with messaging regarding their services. Partner schools must do
more to provide awareness during high school so that students have a better idea of what to
expect. First-generation students who have successfully navigated their first two years or
recently graduated could sign up for or create mentorship opportunities. It is likely that much of
this work is being done on some scale, however as evidenced by the number of students still in
the dark about support opportunities, there is much more than can be done.
Lastly, my research, albeit thorough, is far from exhaustive. Future research on this issue
would begin during high school and continue through college. Students could be tracked over a
longer period of time and success/opportunities could be measured on a much grander scale.
Studies could be conducted that include the family, the student, ancillary programs, and the
university. This research looks at what the impact of mentoring could be on the lives of these
students, but the implications of this research could expand much further.
Conclusion and Recommendations
This study was designed to address three research questions. These questions sought to
look at the availability of support services from 4-year universities to first-generation, first-year
students from a phenomenological perspective. This subgroup was selected because of the gap

68
that exists between graduation rates for first-generation and non-first-generation students at 4-
year universities. This perspective was established because the question is not whether the
services are available, but if the students themselves are aware of the services and support
options.
In addition to addressing the lack of knowledge about support services, this study sought
to uncover the reasons why first-generation, first-year students experience a limited sense of
belonging, without which the student has been known to struggle in finding their place at the
university. Without a sense of belonging the student also has trouble establishing a sense of
mattering. One is intrinsic, focusing on how a person feels about their own presence. The other is
extrinsic, focusing on how they perceive others’ feelings about their presence. Both are
important and vital in this research.
Lastly, as a potential step in the right direction, this study looks at mentoring and the
impact that a near-peer mentoring program could have on the engagement and retention of first-
generation, first-year students. The introduction of the right mentor at the right time in the
student’s life could establish a connection that provides awareness, connection to university life,
companionship, and guidance as the student progresses from their first year to senior year and
ultimately graduation and beyond. Each person interviewed during the study welcomed the
opportunity to connect with a mentor and saw the immediate benefit of having access to the right
connection.
Recommendation 1: Expand Partner Schools
There are 87 partner schools covered under the partnership program with this university.
These are schools from where students who complete the FAFSA are eligible for the specialized
scholarship. Depending on their financial need as determined by the expected family

69
contribution, the awardee of the scholarship can receive a financial aid package covering their
full financial need up to the complete cost of attendance. During the school year recipients of the
scholarship have access to faculty, previous awardees, and seminars. There is no mention on the
website if there is any affiliation with EOP. Why not?
First, there are over 1300 high schools in California. There is a lot of room for expansion
of the program. Second, the program specifically targets low-income students from marginalized
communities yet there is no reference to EOP, which is the campus program that specifically
provides support for this community. Is that an oversight or are they separate? Third, expansion
does not just include the number of students, nor just the amount of the financial support.
Expansion includes awareness, campus trips, recruitment events, meet and greets and other
opportunities to build excitement about the possibility of becoming a university student.
Lastly, this program can be the model for other 4-year universities to follow. Not just
University of California or California State Universities but 4-year universities everywhere. Part
of modeling excellence and belief in the power of a 4-year education should include the building
of excitement about attending the school.
Recommendation 2: Create Focused First-Generation Outreach
This university, like many schools in California and across the country utilize educational
opportunity or similar programs to support the needs of their first-generation, low-income, and
marginalized students. It is my recommendation that, if one does not exist, a liaison position be
created specifically responsible for digital and social media outreach for first-generation
residents in the residence halls and the surrounding communities. This person would be
responsible for organizing social events, publicizing meetings, coordinating on campus pop-up
tents and other forms of outreach specifically targeted at first-generation, first-year students.

70
This is a position for an upperclassmen student or recent graduate. The importance of
selecting the right person is that it would have to be someone still connected to the pulse of the
community being served. One of the challenges of connecting with this population is being a part
of something that they can relate to.
There is a chance that a position like this already exists at this university. If it does, the
recommendation would be to hold a series of focus group sessions with students, to determine
the best way to expand the outreach. This study has proven to me that regardless of the amazing
programs available at the university level supporting first-generation students, by and large the
message is not reaching them, and students are going underserved.
Recommendation 3: Establish, or Create Awareness of, a Professional Mentoring Program
As this research has shown, students are open to the idea of being part of a professional
mentoring program and having access to a near-peer mentor. This research has also shown that,
at least for the participants interviewed, they do not know where to begin their search. At this
university, students who are part of the specialized scholarship programs are given access to
upperclassmen, faculty and recent graduates who are part of mentor pool. Students on athletic
scholarships are paired with upperclassmen to ease their adjustment to university life. Is there a
specific professional mentoring program attached to EOP?
According to the participants, they have never heard of any such opportunities. But recall,
they had never heard of EOP either. If there is a professional mentoring program attached to the
educational opportunity program, then like their other services, a better outreach mechanism
needs to be provided so that the students who need the services most, can take advantage of the
program. If there is not a program, then I would have to ask, why not?

71
Obviously, a mentoring program needs mentors. Could it be that the EOP office has
difficulty finding mentors? The scholar programs are populated with previous and current
scholar members; the athletic programs are populated with previous and current athletes. With
only one in five first-generation students leaving school with a degree in a span of 6 years, could
it be that there are not enough first-generation upperclassmen to participate in such a program?
Part of the previously mentioned first-generation outreach should focus on mentoring,
specifically.
Recommendation 4: Thoroughly Research Potential Schools
I can attest that this particular northern California university is an amazing institution
from which to receive a degree, but it is not for everyone. There is more to the college
experience than the final degree. The demographics of the university are part of public record
and if that matters to you, make sure you are looking at the right place. Universities are a place to
learn; a place to grow and mature; a place to start developing into the you that you are going to
be. College can be an amazing place to live if you are in the right place, therefore choose
carefully.
If possible, visit the campus before making a final decision about where you will attend
school. I recognize that this might not always be feasible but spending one day on campus can
provide more information than reading any number of brochures. Make sure your college choice
is a fit for your life as well as your transcript.
This applies to any campus that you would consider calling home. As validated by this
research study, many times college choice can be determined by factors such as cost, proximity,
and acceptance. As you consider your home for the next four years, do not forsake the power of
making sure you are in the right place for you.

72
Reflection
I was a first-generation college student. When I submitted my college applications, I did
so out of herd mentality. From my earliest recollections, it was an expectation that I would do
well in school, apply to a 4-year university, attend, and ultimately graduate. Focus areas such as
mentoring, sense of belonging, mattering, and my overall well-being were never a factor for me
personally as I, like the herd, kept my head down and followed the crowd. As such, I believe that
I missed out on many of the opportunities and options afforded to college students because I
never slowed down enough to ask for help or seek assistance from support mechanisms around
me. For this reason, this study became a passion project for me. It was important that I did my
research from the student perspective because the question was never about the services offered
by the university, but the awareness of those services by those who need them most. I began this
research with the mindset that the students were not aware of the options available to them, and
for the most part, I was correct. What I did not expect was to be a part of an amazing lived
experience of the eight first-year students that I interviewed. Stories of achievement, tenacity,
and doubt turned to triumph rang through each video call I conducted. Feelings of anxiety, fear
of the unknown, and frustration were felt through non-verbal communication that could not be
disguised. I began to look at these young people as warriors in a foreign land and I, as if I was
watching them on the big screen, rooted for them to be victorious. Each of these students has not
only expressed a committed interest in finding a mentor but also a willingness to be a mentor to
someone with a similar background. My goal is to continue working with these first-generation
students specifically and ultimately develop and distribute a process to connect the right mentors
and mentees together. Lastly, and perhaps the greatest benefit received from this research, each
of my research participants returned in January for the second semester of their first year.

73
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Appendix A: Research Study Information Sheet
This appendix has been modified from its original format to better incorporate into the
dissertation. Pertinent content has not been altered.
You have been invited to participate in this graduate-level research study named, a
phenomenological look into the effect that structured near-peer mentoring programs could have
on first-generation college students continuing past freshman year at 4-year universities. This
study may provide insight on how to support students with their degree matriculation/progress
needs. This study could be the catalyst to expose a plethora of opportunities for students seeking
additional resources or a sense of belonging. Please take the time to read the following
information carefully. Please do not hesitate to ask if there is anything that is not clear or if you
require more information. Take time to decide whether you wish to participate. Please note that
all information you provide for this study is confidential and will remain anonymous. Any
disclosure of the data will be done so in a manner that does not reveal your identity or any
identifiable information.
The purpose of the study is to determine what university-sponsored support structures are
in place to assist first-generation students with their financial, degree progression, degree
matriculation, education, socioemotional, and mentoring needs. A particular focus is on the
mentoring needs as the presence and availability of a university-sponsored mentoring program
can create a sense of belonging; feelings of security and support; and a sense of acceptance,
inclusion, and identity.
You have been selected as part of a sampling population based on your responses to the
initial survey. You may have received that survey from accessing a QR code or link, from
responding to an email, or from a direct referral.

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If you decide to participate, you will be provided this information sheet to keep and will
be asked to sign a consent form. Please be advised that even after deciding to participate, you are
free to withdraw at any time, even after participation has begun. There are no additional forms
required.

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Appendix B: Research Flier

84
Appendix C: Qualification Survey

85

86
Appendix D: First-Generation Student Survey

87

88

89

90

91

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Appendix E: Interview Protocol
This appendix has been modified from its original format to better incorporate into the
dissertation. Pertinent content has not been altered.
Greetings and Salutations! My name is David Smith and I want to thank you personally
for participating in my research study. Before we begin, I would like to go over a few items. If
you have any questions, feel free to interrupt me at any time.
You should recall that I am a USC student in the process of earning my Doctor of
Education degree in Educational Leadership. For my dissertation, I am conducting this research
study exploring the impact of mentoring on first-generation, first-year students at your
university. During this interview, I am going to engage you in a series of questions designed to
obtain insight into your experience. There are no wrong answers but there are few guidelines to
keep in mind.
1. The questions are entry points for conversation. They are not designed to be invasive
but will seek to develop an understanding of your history and perspective. Prepare to
get personal.
2. In addition to taking notes, it is my intention to record this interview. No one, besides
I, will ever see or hear the recording and at the completion of this study, your
recording will be deleted. The purpose of the recording is to serve as a backup to
verify that I have an accurate understanding of your answers.
3. Once we begin, we should be able to complete this interview in less than 60 minutes.
I will keep you advised of the time and will give you advanced notice if it looks like
we will go over the specified time.

93
4. This interview is strictly confidential. Neither your name nor any other personally
identifiable information will be published with the results of the study. Where
descriptors are necessary, pseudonyms, geographical locations, and pronouns will be
substituted for detailed information.
All this information is contained in the study information sheet that has already been
provided to you. Unless you have any questions, we can get started immediately.

Table E1
Interview Protocol
Background
Please start by telling me about your family background. Please include pertinent information
about your parents, siblings, and upbringing.
College life
When is your earliest recollection of wanting to go to college?
Let’s discuss some of the reasons why you are at this university.
Please name the other schools you applied to and the reasons that you applied to them.
Do you live in an on-campus residence, at home, or somewhere else?
Let’s discuss your response to the survey question regarding a sense of belonging.
Preparedness
On a scale of 1 to 4, 4 being the highest, how concerned were you about the cost of college?
If you are receiving financial aid, excluding scholarships, discuss any support that you
received in completing the application/paperwork
If you received a scholarship, how did you find out about the scholarship? Discuss any type of
assistance you received with completing the paperwork.
If you are on an athletic scholarship, how important is the scholarship in determining whether
you attend school?

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Preparedness
In the survey, you indicated that you were _________ academically for college. Let us discuss
this further.
In the survey, you indicated that you were _________ mentality for college. Let us discuss this
further.
In the survey, you indicated that you were _________ financially for college. Let us discuss
this further.
Opportunities
Please discuss any opportunities that you were made aware of while in high school to assist
with the transition from high school to college. Please include if you were able to take
advantage of any of these opportunities and if not, why?
How knowledgeable are you regarding the following services offered by the university?
a. Financial assistance
b. Academic support, tutoring, or planning
c. Mental health support
d. Medical services
e. Social integration
How comfortable would you be utilizing any of the above-mentioned services, if needed?
Mentoring
What do you think about mentoring and/or mentoring programs?
On a scale of 1 to 4, 4 being the highest, please rate the following qualities of a mentoring
relationship.
a. Age (within 5 years)
b. Age (greater than 5-year difference)
c. Gender
d. Location
e. Friendship
f. Tutoring
g. Guidance / navigation
h. Major
i. Career path
Let us discuss your survey response to whether having access to a mentor would be beneficial
for you this year.

95
Closing question
Is there anything else that you would like to add or anything that you had wished I had asked
that can help to clarify your position on college preparedness, information availability,
opportunity awareness, or mentoring?

That concludes our interview questions for today. Thank you so much for your time. As I
begin to analyze the information you have shared, I may require additional clarification on one or
more of your responses. Would it be okay for me to contact you to follow up? Would you prefer
to be contacted via phone, text, or email?
Lastly, now that you have participated in my research study, are you aware of anyone else
that meets the initial requirements that might be willing to also participate in this research study?
If so, please forward them my information or ask if it is okay for me to contact them. Again,
thank you for your time today.

96
Appendix F: Informed Consent
This appendix has been modified from its original format to better incorporate into the
dissertation. Pertinent content has not been altered.
My name is David D. Smith, and I am a student in the doctoral program at the USC
Rossier School of Education. As part of my dissertation, I am conducting a research study
exploring the impact of mentoring on first-generation, first-year students at your university. This
study will include two brief surveys at a minimum and potentially one or two interviews.
You have been invited to participate in this graduate-level research study that may
provide insight on how to support students with their degree matriculation/progress needs. This
study could be the catalyst to expose a plethora of opportunities for students seeking additional
resources or a sense of belonging.
Your participation is voluntary, and you have the right to withdraw at any time. As the
researcher, I will make sure that you remain anonymous, and all data collected will be held
secure and confidential. Any disclosure of the data will be done so in a manner that does not
reveal your identity or any identifiable information.
Thank you for assisting me in this research. Your time is valued and appreciated. I am
available should you have any questions or concerns regarding this study.
Sincerely,
David D. Smith

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I have read this form and have been given the opportunity to ask questions. I consent to my
participation in the research described above.
Participant’s Signature: __________________________________________________________
Participant’s Printed Name: _______________________________________________________
Date: _________________________________________________________________________

Abstract (if available)

Abstract The purpose of the study was to examine the impact of professional mentoring on the lives of first-generation college students at 4-year universities. Amongst this population, 25% leave school prior to their sophomore year and over a 6-year span, only 20% leave school with a degree. Through surveys and semi-structured interviews, 50 participants were narrowed down to eight final participants who shared their lived experiences of their first year of college through a phenomenological viewpoint. Specifically, the impact that having access to a near-peer mentor could have had on their financial, degree progression, degree matriculation, educational and social-emotional needs. The findings of the study are discussed in the perspective of current literature about first-generation students, mentoring, graduation rates, and outreach methodologies. The desired outcome of this research is that future generations of first-generation students will have a higher degree of exposure to support mechanisms in place to help students succeed at 4-year universities, thereby increasing the graduation rate for this population.

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Asset Metadata

Creator Smith, David Daniel (author)

Core Title A phenomenological look into the effect that structured near-peer mentoring programs could have on first-generation college students continuing past freshman year at 4-year universities

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership

Publication Date 03/21/2022

Defense Date 02/24/2022

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 4-year university,first-generation,freshman students,low-income,mentoring,near-peer mentoring,OAI-PMH Harvest,sense of belonging

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Cash, David (committee chair), Franklin, Gregory (committee member), Krop, Cathy (committee member), Riggio, Marsha (committee member)

Creator Email ddsmith@usc.edu,dr.dasmi@drcpx.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC110816699

Unique identifier UC110816699

Document Type Dissertation

Format application/pdf (imt)

Rights Smith, David Daniel

Type texts

Source 20220323-usctheses-batch-917 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu