The Academic and Social Adjustment of First-Generation College Students

133 Pages·2017·2.82 MB·English

Seton Hall University
eRepository @ Seton Hall
Seton Hall University Dissertations and Theses
Seton Hall University Dissertations and Theses
(ETDs)
2010
The Academic and Social Adjustment of First-
Generation College Students
Daniel Jean
Seton Hall University
Follow this and additional works at:https://scholarship.shu.edu/dissertations
Part of theEducational Psychology Commons, and theHigher Education Commons
Recommended Citation
Jean, Daniel, "The Academic and Social Adjustment of First-Generation College Students" (2010).Seton Hall University Dissertations
and Theses (ETDs). 1490.
https://scholarship.shu.edu/dissertations/1490
THE ACADEMIC AND SOCIAL ADJUSTMENT
OF FIRST GENERATION COLLEGE STUDENTS
BY
DANIEL JEAN
Rebecca Cox, Ph.D., Committee Chair
Joseph Stetar, Ph.D., Committee Member
Martha Ecker,Ph.D., Committee Member
Submitted in Partial Fulfillment of the Requirements
for the Degree of Doctor of Education
in the ~ducasonL eadership, Management,
and Policy Graduate Program
seton Hall university
2010
SETON HALL UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
OFFICE OF GRADUATE STUDIES
APPROVAL FOR SUCCESSFUL DEFENSE
Doctoral Candidate, Daniel Jean, has successfully defended and made the required
modifications to the text of the doctoral dissertation for the Ed.D. during this Spring
Semester 2010.
DISSERTATION COMMITTEE
(please sign and date beside your name)
/*g5-/4(w
Mentor: A' ./
Dr. Rebecca Cox J,- " L' A. ZU . / i3
Committee Member:
Dr. Joseph Stetar
/
//
"
Committee Member:
& &$&- ,,
Dr. Martha Ecker D
Committee Member:
External Reader:
The mentor and any other committee members who wish to review revisions will sign
and date this document only when revisions have been completed. Please return this
form to the Office of Graduate Studies, where it will be placed in the candidate's file and
submit a copy with your fmal dissertation to be bound as page number two.
0 Copyright by Daniel Jean, 2010
All Rights Reserved
Abstract
First-generation college students face many issues that impede their progress within
academia with the most glaring concern being they graduate at rates much lower than
their counterparts. Further investigation revealed that first-generation college students are
more likely to dropout during their first-year with a high attrition rate during the first-
semester. To better understand the first-semester transitional issues faced by this
population this study utilizing Tinto's student departure theory and examined the
relationship between fmt-generation status and the academic and social adjustment of
fmt-year students by analyzing two data sets from "Tri-State College". The researcher
utilized the Chi Square test of independence in analyzing the data collected from the fall
2007 "Your First-semester" survey administered to first-year students (n=545). This
study also includes a descriptive narrative of the findings from the spring structured fixed
response questionnaires to further examine the relationship between fust-generation
status and the perception of the academic and social adjustment of first-year students
(n=15) who earned less than a 2.0 grade point average at Tri-State College during the fall
2007 semester. The analysis of the fall semester survey revealed statistical significance
between multiple sub-groups and the student's perception of select academic adjustment
variables. The data also revealed that first-generation commuter status has a statistically
significant relationship with the student's perception of a select social adjustment
variable. The sample analyzed from the structured fixed response questionnaires explored
the experience of fmt-generation students who earned less than a 2.0 fall grade point
average and no significant patterns of academic and social adjustment were found. The
findings revealed that first-generation students who earned less than a 2.0 grade point
average were able to identify what variables impeded their successful academic and
social adjustment. This study provided insight into the specific academic adjustment
issues facing fmt-generation college fmt-year students yet did not suggest that they face
significant social adjustment issues. The academic and social adjustment experience of
fmt-generation first-year students should continue to be investigated to further explore
the college experience of this population with the ultimate goal of improving retention
and identifying issues that may hinder their advancement within academia.
iii
In the early 1970's. a determined Haitian minister named Saintilbert Jean arrived in the United States to
create a better life for his family and eventually sent for his wife and children. When he passed in 1988, his
wife Marie Nola Jean, utilizing her strong faith in Jesus Christ, raised five children alone. Her god-fearing
children, all fmt-generation college graduates, have earned multiple degrees and are all productive family-
oriented Christians. I am the youngest of those five children and I am forever grateful for the sacrifices my
parents made to ensure we experienced a high quality of life. Lea, Deborah, Esthere. and have all
provided and continue to offer wisdom and guidance. I love you all and I can never repay you for making
me the man I am today. To my wife Aneesha.. .I love you. You have been everything I need and more.
Let's "grow gray" together and continue to enjoy life. Isaiah and Xavier ...y ou have given my life a new
meaning and purpose ...I love you and will do everything in my power to prepare you for this ever-
changing world.
Thanks to aU the educators that have inspired me to reach hiher heights:
(Dr. Cox-/Dr. Eckerl Dr. Stetar-1 am forever grateful to you all!) Dr. BarksdalelDr. ArtidDr. CatchingIMrs.
Adria KittleslProfessor Jennie Boume/Dr. QuaglidThelman NewmanDr. Dumerzier/Dr. ThomasMrs.
Richardsonlh. Henry Davis (SAAP Conference)/Dr. FinkelsteinIDr. BischoffDr. Walker1 Dr. M.
Johnsonlh. K. Johnsonlh. Lamymhree Doctors (I'm the 4') of University High School in Newark: Dr.
Hunt, Dr. Sampson and Dr. Jenkins/Dr. BearDr. ChanglDr. Valerie ScotWChuck D/Wyclef/Krs-OnelErrol
Hibbert (R.I.P.)/Dr. Bolden
This study is dedicated to:
The Most High my lord and savior Jesus Christ
Saintilbert (RIP) and Marie Jean and the entire Jean Family
Lea, Debra, and David. Daniel Asare and Esthere Jean-Asare
Kayla, Sierra and Johnathon Asare (the future is bright for you all)
Aneesha Jean (aka Nene $tone the greatest woman I've ever met ....I 'm so blessed that the lord brought us
.
together.. we did it baby.. .a doctor and a nurse.. .nice!) Isaiah Daniel Jean and Xavier Daniel Jean (future
world leaders or "artivists''. or both!)
Carolyn, Tamika, ShakidDarius James and the James Family, Tata 'Theri" (RIP). Ricky, Sherley. Carson,
Jeff, Los, James, Jason, J-Black, Milca, Vic. Saintil, Sammy, Eve, Ed and Richard Wilson, Tank, Quise,
Buhaa, Prophet and Almumin White 'Tallyho" (R.I.P.)
To my colleagues in pursuit of their doctorate:
Yates (IOAMOT!), 1,000+ SREB doctoral scholars, Hewing, Pacheco, Garcia, Santiago, Von Essen,
Galloway. Vandenvall, Irving, Eusebio. Perez-Gonzalez, Cammarata, Tobaccowala, and Bright-Foreman
(I look forward to you all joining me on the other side!)
...
To my count& mentees Remember, today's accomplishments become the minimum for tomorrow I
am here for you all as you reach and exceed your personal expectations.
This study is also dedicated to all the Haitians within the Diaspora as we work to rebuild "Ayiti," a nation
founded by enslaved Africans who refused to live on their knees.
I thank you ALL for the love and inspiration. ..
TABLE OF CONTENTS
..
.......................................................................................
List of Figures v.n. .
List of Tables ........................................................................................
VUI
List of Appendices ................................................................................... ix
......................................................................
Chapter I: INTRODUCTION 1
Problem Statement. .................................................................................2..
....................................................................................
Research Questions 5
Importance/Significance of Study. ................................................................. 6
..............................................................................................
Limitations 7
...........................................................................................
Delimitations 8
..............................................................
Chapter 11: LITERATURE REVIEW 9
...................................................
First-Generation College Students in Academia 9
................................................................
Tinto's College Departure Theory 10
Pre-CollegeBeparation ............................................................................. 12
...........................................................................
Parental Education Level 13
................................................................................ ......
Fit-Semester 14
;
Academic and Social Integration. ................................................................1.5
Academic Adjustment/Student Grades ...........................................................2 0
...................................................................................
Social Adjustment 21
Student Perceptions. ................................................................................ 22
Sub-groups ............................................................................................2 3
Summary. ...........................................................................................2.6.
Chapter 111: METHODOLOGY ................................................................3..0
..............................................................................
Quantitative Research 30
.
.....................................................................................................
Site 33
...........................................
Data Collection/Access and permission Information 35
.................................................................................................
Sample 36
...........................................................................................
Subgroups 36
.........................................................................
Instruments: Fall Survey 39
..............................
Instruments: Spring Structured Fixed Response Questionnaires 40
Both Instruments ..................................................................................A.0
...........................................................
Dependent and Independent Variables 42
............................................................................
Reliability and Validity 43
Chapter IV: FINDINGS ............................................................................4 4
...............................................................................
Research Question 1 44
Section A: "Your First-semester" Survey Demographics ....................................4. 5
Chi-square Analysis .............................................................................4.9.
First-generation status ............................................................................5..0
................................................
Regular AdmitIEOF Admit/Intemational Admit 52
...........................................................................................
By Ethnicity 54
....................................................................
Social Adjustment/Commuters 54
....................................................................
Research Question 1 Summary S5
................................................................................
Research Question 2 S6
Section B: Spring Swey. .........................................................................5. 6
First-Generation Profiles ..........................................................................5..7
......................................................................................
Demographics S7
.....................................................................
First Generation Students 1-15 58
Research Question 2 Summary ....................................................................................6 1
...............................................................
Chapter V: Findings and Analysis 63
Summary ..........................................................................................6..3.
..........................................................................................
Conclusions 66
Research Question 1. ...............................................................................6 6
Research Question 2 ................................................................................ 78
Strengths of Study. ...............................................................................8.0.
Weaknesses of Study .............................................................................8..0
Recommendations for Research ..................................................................8.1
Recommendations for Practice. ................................................................... 89
Conclusion Summary. ..................................................................................................... 93
References ............................................................................................ 97
Appendices. ......................................................................................1.0. 6
List of Figures
Figure 1: Tinto's Model of Student Departure. .... ... ... ... . ..... .... . . .. .. ... ... . . .... .. .. . .. .I0
Figure 2: Tinto's Model Operationalized.. ... . . . . . . . . . . .. .. . . . . . . . . . . . . . . . . . . . . . . . .... . . . . . . .... 19
List of Tables
Table 1: Demographic Characteristics of Participants (fall survey). ......................... 37
Table 2: Chi-Square Test: First Generation Status and Adjusting to Academic Demands
of College.. .......................................................................................5..0.
Table 3: Chi-Square Test: First Generation Status and Developing Effective Study
Skills.. ............................................................................................S..O
Table 4: Chi-Square: Resident First Generation Status and Adjusting to academic
...............................................................................
demands of college.. 51
Table 5: Chi-Square Test: Resident First Generation Status and Developing Effective
......................................................................................
Study Skills.. ..Sl
Table 6: Chi-Square: Commuter First Generation Status and Adjusting to academic
................................................................................
demands of college.. 52
Table 7: Chi-Square: Regular Admit First Generation Status and Adjusting to academic
.............................................................................
demands of college.. ..S3
Table 8: Chi-Square: Regular Admit First Generation Status and Developing Effective
...........................................................................................
Study Skills 53
Table 9: Chi-Square: EOF Admit First Generation Status and Developing Effective Study
Skills.. ............................................................................................... ..53
Table 10: Chi-Square: White Fist Generation Status and Developing Effective Study
Skills.. .............................................................................................S.. 4
Table 11: Chi-Sauare: Commuter First Generation Status and Isolated from carnms
Lie.. .............................................................................................S...5
Table 12: Demographics: (spring survey less than a 2.0 grade point average). .......... ..57