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dc.contributor.advisorDavis, Donna M. (Donna Marie)eng
dc.contributor.authorPeters, Emily A.eng
dc.date.issued2015-06-19eng
dc.date.submitted2015 Springeng
dc.descriptionTitle from PDF of title page, viewed on July 6, 2015eng
dc.descriptionDissertation advisor: Donna Daviseng
dc.descriptionVitaeng
dc.descriptionIncludes bibliographic references (pages 229-252)eng
dc.descriptionThesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2015eng
dc.description.abstractPostsecondary entrance and graduation is commonplace in the modern world, yet many students still do not attend or complete their degrees. Students who do not have a familial connection to an institution of higher learning are underrepresented at American colleges and universities; for this particular research, first-generation college graduates are those whose parents and grandparents did not graduate from an institution of higher learning. The purpose of this descriptive case study was to describe the experiences and perspectives of first-generation college graduates in terms of both their pre-collegiate and collegiate experiences. The examination of these perceptions added to the body of knowledge surrounding the phenomenon of first-generation college graduates as compared to their peers who have a familial connection to a four-year college or university and as a springboard to encourage future research regarding how to elevate the rates of first-generation college student success and graduation. Data was collected through the use of questionnaires, participant-created documents, and interviews. Descriptive statistics, tables, and percentages were used to analyze questionnaires and an open-coding process was utilized to analyze documents and in-depth interviews. Twelve total interpretive codes emerged from the process and three overarching themes were illuminated during analysis of all data sets: persistence, sustainability, and preparation. Employing aspects of democratic education and increasing the use of support programs for high school students by creating professional learning opportunities for educators at all levels may help future prospective first-generation college graduates.eng
dc.description.tableofcontentsIntroduction -- Literature review -- Research and design methodology -- Findings -- Recommendations and conclusions -- Appendix A. Consent form -- Appendix B. Questionnaire -- Appendix C. Narrative document -- Appendix D. Interview guide -- Appendix E. Letter to prospective participantseng
dc.format.extentxvi, 253 pageseng
dc.identifier.urihttps://hdl.handle.net/10355/45938eng
dc.subject.lcshFirst-generation college students -- Case studieseng
dc.subject.lcshParents -- Educationeng
dc.subject.lcshAcademic achievementeng
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Educationeng
dc.titleEducation For All: A Descriptive Case Study of the Educational Experiences of First-Generation College Graduateseng
dc.typeThesiseng
thesis.degree.disciplineEducation (UMKC)eng
thesis.degree.grantorUniversity of Missouri--Kansas Cityeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd.D.eng


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