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Exploring the Nature of Coaching Within a College Transition Program
Exploring the Nature of Coaching Within a College Transition Program
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152955
- ISBN
- 9798384042426
- DDC
- 378
- 서명/저자
- Exploring the Nature of Coaching Within a College Transition Program
- 발행사항
- [Sl] : University of Michigan, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 232 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
- 주기사항
- Advisor: Perez, Rosemary J.
- 학위논문주기
- Thesis (Ph.D.)--University of Michigan, 2024.
- 초록/해제
- 요약The purpose of this case study is to explore the strategies and approaches success coaches use towards validating first-generation, low-income college student success. This case study was conducted at Terrace University (pseudonym), a public, four-year institution within the Midwest. Since 2008, Terrace University has sponsored Terrace Promise (pseudonym)- a four-year comprehensive college transition program designed to support first-generation, low-income student retention and success. Terrace Promise offers a variety of wrap-around supports to bolster first-generation, low-income student success including four years of financial assistance, first- and fourth-year seminar courses, and most relevant to this study four years of individualized success coaching with a Terrace Promise success coach. Terrace Promise was selected as the research site given the program's strong history of retaining and graduating Scholars from across the socioeconomic spectrum. Three research questions guided this study: (1) What is the program's approach to coaching first-generation, low-income Scholars; (2) How do success coaches describe their coaching approach; (3) How do first-generation, low-income program participants describe their coaching experience. To answer these questions, I collected data during eight focus groups with 45 Terrace Promise Scholars, seven individual interviews with Terrace Promise success coaches, and three observations of program staff meetings.Findings from this study were analyzed through Rendon's (1994) validation theory. Chapter four outlines themes relevant to the how success coaches described their coaching approach including: (1) Coaching Philosophies; (2) Conceptualizing Support; (3) Strategies for Cultivating Relationships with first-generation, low-income Scholars; and (4) Influences from Workplace Environment. Chapter five highlights descriptive themes across how Scholars who participated in focus groups conceptualized and described experienced success coaching: (1) Support, Helpful, Resources; (2) The Nature of the Coaching Relationship; and (3) The Role of Validation in Scholar Processes and Outcomes. Chapter six analyzes findings across the entire data corpus to inform the primary research question. Findings highlight seven interconnected domains of success coaching that foster a sense of validation among first-generation and low-income Scholars. I offer examples of how these seven domains appear across the Terrace Promise coaching context as well as extend previous conceptions of interpersonal validation. The study concludes with implications and recommendations for higher education practice and policy as it pertains to promoting and sustaining first-generation and low-income student success.
- 일반주제명
- Higher education
- 일반주제명
- Education
- 일반주제명
- Educational philosophy
- 키워드
- First-generation
- 키워드
- Success coaching
- 기타저자
- University of Michigan Higher Education
- 기본자료저록
- Dissertations Abstracts International. 86-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798384042426
■035 ▼a(MiAaPQ)AAI31631197
■035 ▼a(MiAaPQ)umichrackham005778
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a378
■1001 ▼aWilson, Nicole Jeanette.
■24510▼aExploring the Nature of Coaching Within a College Transition Program
■260 ▼a[Sl]▼bUniversity of Michigan▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a232 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: A.
■500 ▼aAdvisor: Perez, Rosemary J.
■5021 ▼aThesis (Ph.D.)--University of Michigan, 2024.
■520 ▼aThe purpose of this case study is to explore the strategies and approaches success coaches use towards validating first-generation, low-income college student success. This case study was conducted at Terrace University (pseudonym), a public, four-year institution within the Midwest. Since 2008, Terrace University has sponsored Terrace Promise (pseudonym)- a four-year comprehensive college transition program designed to support first-generation, low-income student retention and success. Terrace Promise offers a variety of wrap-around supports to bolster first-generation, low-income student success including four years of financial assistance, first- and fourth-year seminar courses, and most relevant to this study four years of individualized success coaching with a Terrace Promise success coach. Terrace Promise was selected as the research site given the program's strong history of retaining and graduating Scholars from across the socioeconomic spectrum. Three research questions guided this study: (1) What is the program's approach to coaching first-generation, low-income Scholars; (2) How do success coaches describe their coaching approach; (3) How do first-generation, low-income program participants describe their coaching experience. To answer these questions, I collected data during eight focus groups with 45 Terrace Promise Scholars, seven individual interviews with Terrace Promise success coaches, and three observations of program staff meetings.Findings from this study were analyzed through Rendon's (1994) validation theory. Chapter four outlines themes relevant to the how success coaches described their coaching approach including: (1) Coaching Philosophies; (2) Conceptualizing Support; (3) Strategies for Cultivating Relationships with first-generation, low-income Scholars; and (4) Influences from Workplace Environment. Chapter five highlights descriptive themes across how Scholars who participated in focus groups conceptualized and described experienced success coaching: (1) Support, Helpful, Resources; (2) The Nature of the Coaching Relationship; and (3) The Role of Validation in Scholar Processes and Outcomes. Chapter six analyzes findings across the entire data corpus to inform the primary research question. Findings highlight seven interconnected domains of success coaching that foster a sense of validation among first-generation and low-income Scholars. I offer examples of how these seven domains appear across the Terrace Promise coaching context as well as extend previous conceptions of interpersonal validation. The study concludes with implications and recommendations for higher education practice and policy as it pertains to promoting and sustaining first-generation and low-income student success.
■590 ▼aSchool code: 0127.
■650 4▼aHigher education
■650 4▼aEducation
■650 4▼aCommunity college education
■650 4▼aEducational philosophy
■653 ▼aFirst-generation
■653 ▼aLow-income college students
■653 ▼aSuccess coaching
■653 ▼aInterpersonal validation
■653 ▼aCollege transition program
■690 ▼a0515
■690 ▼a0745
■690 ▼a0998
■690 ▼a0275
■71020▼aUniversity of Michigan▼bHigher Education.
■7730 ▼tDissertations Abstracts International▼g86-03A.
■790 ▼a0127
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164384▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
