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The Association of Family History Knowledge and Cultural Change with Persistence among Undergraduate Low-Income, First-Generation College Students
| Content Provider | Semantic Scholar |
|---|---|
| Author | Miller, Rhoda |
| Copyright Year | 2007 |
| Abstract | Abstract Using a mixed methodology, mis study investigated the association between family history knowledge, the persistence factors of resiliency, institutional engagement, and institutional commitment as well as cultural change in low-income, first-generation college students at a regional four year private college in New York. Fifty-two students participating in a TRIO Student Support Services program at a regional four-year private college returned The Family History Knowledge and Persistence Survey. Through content analysis, the study examined similarities and differences between students' perception and their historical record of the persistence factors. Tinto's (1987) interactionalist theory of student persistence provided the theoretical grounding for this study. The major findings of this study are as follows: students demonstrated awareness of their family history knowledge as well as parental goal setting; students with greater family history knowledge tend to have a strong degree of resiliency; students demonstrated greater family history knowledge in qualitative than quantitative data; and, emergent family history themes were historical background, gender influence, inspiration to attend college, and family commitment to education. Implications are such that pre-college programs with a focus on parent involvement should build on one's family history knowledge as a component of family support, as it has the potential to enhance persistence to graduation of low-income, first-generation college students. Purpose For developmental education students, exploration of family history provides personalized and reflective curriculum opportunities for writing, reading skills, research, presentation skills, and technology experiences. Family background components of parental educational attainment and socioeconomic status are notable as important in the success rate of undergraduate students (Astin, 1975; Pascarella, Pierson, Wolniak, & Terenzini, 2004; Canabal, 1995). However, few studies demonstrated exploration into the family background characteristics from an intergenerational perspective or a sociohistorical context of family experiences beyond the parent generation (Clark, 1983; Cooper, 1992; Henderson & Berla 1994; Macy, 2000). While the literature supports numerous issues relating to college persistence, this study focused on family history knowledge and three persistence factors: resiliency, institutional engagement, and institutional commitment (Werner, 1987; Bernard, 2004; Tinto, 1975, 1987; Tinto & Goodsell-Love, 1993; Astin, 1978; Pascarella & Terenzini 1978, 1979, 1980;Rendon, 1992). For the purpose of this study, family history knowledge is operationally defined as the ability to relate at least a three-generation legacy in any social, historical, or educational issue. Resiliency refers to the ability to overcome obstacles by meeting challenges and finding alternative ways to accomplishment. Institutional engagement is the student claim of informal or formal relationship with any institutional personnel or campus-based activity. Institutional commitment is student engagement in proactive behaviors to counteract institutional dismissal or locate finances enabling continued attendance at the current institution. Cultural change is me process students undergo as their world expands beyond the family of orientation and community to include a broader range of experiences related to attending college. Exploration of the impact that intergenerational family stories relate to resiliency and engagement in social institutions adds to the body of literature regarding the family background characteristics of persistence. The results of this study have the potential to impact the curriculum of developmental courses. In guiding the discovery and reflective experiences of students learning more about their family, the instructor will better understand the lifelong holistic experiences students bring to the classroom. … |
| Starting Page | 29 |
| Ending Page | 29 |
| Page Count | 1 |
| File Format | PDF HTM / HTML |
| Volume Number | 24 |
| Alternate Webpage(s) | http://www.nursingacademy.com/uploads/6/4/8/8/6488931/pre-collegeprogram.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
