Graduate Program
College Student Affairs
Degree Name
Master of Science (MS)
Semester of Degree Completion
2004
Thesis Director
James Wallace
Thesis Committee Member
Charles Eberly
Thesis Committee Member
Barbara Powell
Abstract
The purpose of the present study was to identify characteristics and choices that have assisted first-generation students in attaining a baccalaureate degree and enrolling in graduate study. Previous research identified academic preparation, institutional choice, and family experiences as areas that influenced first-generation students. Attrition and retention were also explored, as well as issues related to graduate enrollment. A selected sample of four first-generation and four second-generation participants were interviewed using qualitative methods (Lincoln & Guba, 1985) regarding academic preparation, family culture, prior institutional choice, and influential mentors. Interview findings were triangulated and themes and issues identified. Results showed that second-generation students were influenced by their parents' educational level and received more college preparation in secondary school than did first-generation students. Institutional choice, on-campus employment, and peers influenced participant success, and positive mentors were identified for both first-generation and second-generation students. Additionally, first-generation participants reported that family support was essential to their success in higher education. The results are followed by a discussion of the research questions and comparison of the responses of first-generation and second-generation participants. Recommendations for student affairs practitioners and future researchers to assist firstgeneration students in their pursuit of a graduate degree are included.
Recommended Citation
Ranes, Rodney S., "Voices of first and second generation college students: Reasons for enrolling in graduate education" (2004). Masters Theses. 1235.
https://thekeep.eiu.edu/theses/1235
