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Pivoting From Deficit to Wealth: The Role of Familial Support for First-Generation College Students- [electronic resource]
Pivoting From Deficit to Wealth: The Role of Familial Support for First-Generation College Students- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101159
- ISBN
- 9798379944643
- DDC
- 378
- 서명/저자
- Pivoting From Deficit to Wealth: The Role of Familial Support for First-Generation College Students - [electronic resource]
- 발행사항
- [S.l.]: : University of Minnesota., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(118 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
- 주기사항
- Advisor: Dworkin, Jodi.
- 학위논문주기
- Thesis (Ph.D.)--University of Minnesota, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약The dominant literature surrounding first-generation college students (FGCS) suggests that because neither of their parents obtained a four-year college degree, these students begin college at a deficit, ignoring the many familial resources students bring with them to college. FGCS succeed because of their families, not despite them (Gofen, 2009) yet most studies fail to examine the numerous types of family support and many family members who provide that support (LeBouef & Dworkin, 2021; Nichols & Islas, 2016). This dissertation is designed to address these gaps by centering the family as the main theoretical and methodological consideration.The main objectives of Study 1 are to provide empirical evidence for expanding the definition of family in the study of FGCS and to gain a more wholistic understanding of support of FGCS. Study 2 aimed to apply the Family Fundamental Interpersonal Relationship Orientation model (FIRO; Doherty et al., 1991) to understand the relationship domains that present barriers or opportunities for support.For both studies, students (Wave 1 N=345; Wave 2 N=207) were recruited to participate in two waves of an online Qualtrics survey. Participants ages ranged from 18-58 (M=24.67) and represented 44 states (61.1% female; 50.3% White; 91% attended a 4-year institution).Results of Study 1 showed students identified a range of family members who provided support, with mother being the most frequently identified. Topics students sought support from family members included academic, health, and relationships; students reported family members were able to provide the requested support. In Study 2, control was not related to help seeking or family support but was significantly associated with feelings of depression and anxiety. Intimacy was negatively associated with depression and anxiety and was positively associated with help seeking from family. Inclusion was not associated with depression or anxiety but was positively associated with family support as well as help seeking from family. Results of these studies will contribute to improving the FGCS college experience, and ultimately student success.
- 일반주제명
- Higher education.
- 일반주제명
- Educational psychology.
- 키워드
- Familial support
- 키워드
- Family members
- 기타저자
- University of Minnesota Family Social Science
- 기본자료저록
- Dissertations Abstracts International. 85-01A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798379944643
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a378
■1001 ▼aLeBouef, Samantha.
■24510▼aPivoting From Deficit to Wealth: The Role of Familial Support for First-Generation College Students▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of Minnesota. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(118 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-01, Section: A.
■500 ▼aAdvisor: Dworkin, Jodi.
■5021 ▼aThesis (Ph.D.)--University of Minnesota, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aThe dominant literature surrounding first-generation college students (FGCS) suggests that because neither of their parents obtained a four-year college degree, these students begin college at a deficit, ignoring the many familial resources students bring with them to college. FGCS succeed because of their families, not despite them (Gofen, 2009) yet most studies fail to examine the numerous types of family support and many family members who provide that support (LeBouef & Dworkin, 2021; Nichols & Islas, 2016). This dissertation is designed to address these gaps by centering the family as the main theoretical and methodological consideration.The main objectives of Study 1 are to provide empirical evidence for expanding the definition of family in the study of FGCS and to gain a more wholistic understanding of support of FGCS. Study 2 aimed to apply the Family Fundamental Interpersonal Relationship Orientation model (FIRO; Doherty et al., 1991) to understand the relationship domains that present barriers or opportunities for support.For both studies, students (Wave 1 N=345; Wave 2 N=207) were recruited to participate in two waves of an online Qualtrics survey. Participants ages ranged from 18-58 (M=24.67) and represented 44 states (61.1% female; 50.3% White; 91% attended a 4-year institution).Results of Study 1 showed students identified a range of family members who provided support, with mother being the most frequently identified. Topics students sought support from family members included academic, health, and relationships; students reported family members were able to provide the requested support. In Study 2, control was not related to help seeking or family support but was significantly associated with feelings of depression and anxiety. Intimacy was negatively associated with depression and anxiety and was positively associated with help seeking from family. Inclusion was not associated with depression or anxiety but was positively associated with family support as well as help seeking from family. Results of these studies will contribute to improving the FGCS college experience, and ultimately student success.
■590 ▼aSchool code: 0130.
■650 4▼aHigher education.
■650 4▼aIndividual & family studies.
■650 4▼aEducational psychology.
■653 ▼aFirst-generation college students
■653 ▼aFamilial support
■653 ▼aFamily members
■690 ▼a0745
■690 ▼a0525
■690 ▼a0628
■71020▼aUniversity of Minnesota▼bFamily Social Science.
■7730 ▼tDissertations Abstracts International▼g85-01A.
■773 ▼tDissertation Abstract International
■790 ▼a0130
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933071▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
