Understanding the “steps” to degree attainment for first-generation students: a study of a mentoring program and a living learning community at a predominantly white institution

Rose, Justin Jamar

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Description

Title

Understanding the “steps” to degree attainment for first-generation students: a study of a mentoring program and a living learning community at a predominantly white institution

Author(s)

Rose, Justin Jamar

Issue Date

2025-05-01

Doctoral Committee Chair(s)

Hood, Denice W

Committee Member(s)

• Dyson, Anne H
• Baber, Lorenzo D
• Span, Christopher

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• First-generation College Student
• Critical Race Theory
• Living-Learning Community
• High-Impact Program
• Retention
• Educational Attainment

Language

eng

Abstract

There are elements of assisting higher education institutions in enhancing the student experience and, ultimately, graduation rates. Understanding the diverse backgrounds and intersectional nature of first-generation college students is vital to capturing the gravitas of the research study. Whether the focus is solely on metrics like; academic performance; formal and informal teaching and tutoring; co-curricular engagements often providing guidance and development of life skills, or mentoring that develops intrapersonal and interpersonal skills that enhance the chances for a greater sense of self, and lifelong relationships/community; livinglearning communities provide an opportunity to strengthen those factors for students, and in particular first-generation college students with historically underrepresented and traditionally marginalized backgrounds. One living-learning community (LLC), the Next Generation Program (NGP), has found a way to increase the chances for first-generation college students, equitably. NGP LLC has not only surpassed national data averages of retaining and graduating students, but has also tailored the experience to develop first-generation college students in holistic ways while heightening the student experiences to be enjoyable for students who often face barriers along the way to completing their degrees. Employing the tenets of Critical Race Theory (CRT), which is a significant part of this research study, provides a platform to hear the voices through counternarratives and better understand why this particular LLC is more than a high-impact program. Thirty key/essential members/participants, including 25 current and alumni student participants along with five (5) professional staff and administrators, were engaged in a qualitative ethnographic case study at a small Liberal Arts Midwest institution. Through interviews, focus groups, and document analysis, along with participating in reoccurring program practices, I collected data and thematically analyzed that data to capture the critical aspects of the LLC program. These qualitative techniques revealed the programmatic features that lessen the risk of dropout for these first-generation college students. Moreover, they provided insights into how the model developed and enhanced the educational experience for these students. In addition, it affected how they found a sense of purpose and place in the world beyond higher education while attending a predominantly white institution (PWI). Focal participants throughout the study provided strong evidence through in-depth qualitative experiences that illustrate how an LLC program can meet the needs of first-generation college students from diverse backgrounds/communities. The effect of this created a psychological and physical sense of identity and community that is often left out of the narrative. The study investigates and finds what authentically contributed to the wealth of identity and community that cultivates and fosters the sense of belonging in a living-learning community and, moreover, in the larger university. The analysis of findings indicates that LLCs for diverse populations need ways for: a) social capital to extend beyond the traditional knowledge or meaning of formal family/education, b) an enhanced understanding of core foundations of identification/self-identity beyond being just a first-generation college student, c) the various dialogic and reciprocal dimension of mentorship, and d) the layers and functions of community and family. Thematically, a breakdown of these themes explores nuanced and critical ways that extend knowledge of the impact of LLCs that can serve as tools that provide educational equity and support improving graduation outcomes.

Graduation Semester

2025-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/129470

Copyright and License Information

Copyright 2025 Justin J. Rose

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