Examining Predictors for College-Going among First-Generation High School Students

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Publication Type dissertation
School or College College of Education
Department Educational Psychology
Author Hickam, Summer Lynne
Title Examining Predictors for College-Going among First-Generation High School Students
Date 2018
Description First-generation students have the highest attrition rate of any underrepresented group in higher education, but are most likely to persist if they enroll at a 4-year institution. Few studies have compared the precollege characteristics of first-generation high school students who choose to enroll in 4-year institutions rather than 2-year institutions. This study examines the relationships between first-generation students' precollege factors, valued criteria for college, influential person(s), and time enrolled status and 4-year college going rates. Utilizing data from the High School Longitudinal Study of 2009 (HSLS:09), logistic regressions, profile analysis, chi-square tests, independent samples t-tests, and z tests of two proportions were employed to determine whether there are differences in the types of capital that first-generation high school students access that route them toward enrolling in a 4-year college. Results demonstrate that student expectations and intentions, parent expectations, student participation in college preparatory activities, parent discussing college with the student, family member academic encouragement, being White, a higher than average annual family income, and living in a home where a language other than English is regularly spoken are important predictors of first-generation high school students' 4-year college going rates. Results showed that the 4-year enrolled students had reliable individual differences in profiles that were distinctly different from the typical profiles of the 2-year enrolled students on the valued criteria for college dimensions of academic quality, reputation of placing students in jobs, social life, and enrolled students perceived to be "like them." Results also indicated that first-generation students were more likely to be influenced by themselves than any other person(s) in making the decision to enroll in college. No differences were found between the 4-year and 2-year institution enrolled groups identifying influential person(s) in making the decision to attend either type of institution. First-generation students were significantly more likely to attend college full time if they enrolled in a 4-year institution compared to a 2-year institution. The findings of this study highlight precollege factors and predictors that could be of use in informing policy and practice about interventions that may effectively increase 4-year college enrollment rates of first-generation students.
Type Text
Publisher University of Utah
Subject Counseling psychology; Secondary education
Dissertation Name Doctor of Philosophy
Language eng
Rights Management (c) Summer Lynne Hickam
Format Medium application/pdf
ARK ark:/87278/s6xm3j36
Setname ir_etd
Date Created 2020-03-10
Date Modified 2020-03-11
ID 1530429
Reference URL https://collections.lib.utah.edu/ark:/87278/s6xm3j36
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