Stretching the circle first generation college students navigate

Syracuse University SURFACE Dissertations - ALL SURFACE August 2017 Stretching the Circle: First-Generation College Students Navigate Their Educational Journey Nicole Zervas Adsitt Syracuse University Follow this and additional works at: https://surface.edu/etd Part of the Education Commons Recommended Citation Adsitt, Nicole Zervas, "Stretching the Circle: First-Generation College Students Navigate Their Educational Journey" (2017).edu/etd/756 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact surface@syr. Abstract This dissertation is a qualitative study that explores how first-generation college students experienced their educational journey in a private four-year institution of higher education.

Using data from in depth interviews with 19 first generation college students from three private four year institutions, this study looked at how participants made sense of race, class, gender, and Socioeconomic Status (SES) as it intersects with their first-generation status as part of their lived experience within a private educational setting. It also examined how first- generation students traversed the borders and margins of different communities as they pursue higher education and the kinds of cultural capital first-generation students drew upon to help them as they navigated the academic setting. I utilized intersectionality, cultural capital, and the Community Cultural Wealth Model as frameworks to analyze the educational experiences of first-generation college students (Bourdieu, 1977; Crenshaw, 1991; Yosso, 2005). This study reveals the challenges participants faced in their journey to college and upon their arrival.

My work documents the ways that students utilized family and community resources to navigate structural inequalities as they pursued higher education, and how they confronted and managed issues of class and race upon their arrival, and the ways that informants took on the emotional work of being first generation college students. This dissertation expands on the Community Cultural Wealth model to include first- generation college students, as well as the notion of microaggressions, to better reflect complex ways that race and class intersect for many first-generation college students. This study adds to the growing body of scholarly work on first-generation students and furthers the dialogue in higher education related to first-generation college students and how to promote their college success, particularly in private four-year institutions. By identifying what factors contributed to the success of the students in this study, this dissertation provides practical implications that may improve the educational experiences of first generation college students and in turn, promote educational equity.

STRETCHING THE CIRCLE: FIRST-GENERATION COLLEGE STUDENTS NAVIGATE THEIR EDUCATIONAL JOURNEY by Nicole Zervas Adsitt B., Nazareth College of Rochester, 1997 M., Syracuse University, 1999 Dissertation Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Higher Postsecondary Education Syracuse University August 2017 Copyright © Nicole Z. Adsitt 2017 All Rights Reserved Acknowledgements Out of all the writing I have done over the course of this dissertation, this section brings me the most joy, as it allows me to express the gratitude that I have carried in my heart for the last ten (or more) years on this journey. First, I must thank the 19 participants who graciously allowed me into their lives. They are the biggest reason I never gave up when this process got hard, because I knew that their stories needed to be heard by a larger audience.

I am incredibly thankful for their time, their willingness to open up to me, and the many lessons they taught me about research and life. In many cases, I have been fortunate enough to continue to celebrate their successes beyond this study. To my parents, who instilled a love of learning and the value of education for my entire life, thank you. To my father, who never settled for anything less than my best, and pushed me to continue to “do better” at every turn.

To my mother, for taking me to the library and showing me the joy of books, and for being my perpetual cheerleader. Thank you from the bottom of my heart. To Mike, my husband, best friend and partner in life, who has provided more support in this process than I ever thought possible. You have encouraged me and kept me grounded from the time I mentioned pursuing this dream to the moment I write this.

You have given me the space and time to do this work, and pushed me when I thought it was impossible to see this dream through. I am so grateful for your love and support and beyond thankful to have you in my life. I have been fortunate enough to have the mentorship of my dissertation chair, Cathy for from the moment I walked through the doors of the higher education program 20 years ago to the present day. You believed in me when I am certain I did not believe in myself, and you provided endless support and encouragement every step of the way.

Your thoughtful and honest feedback has pushed me to do better work and I have learned so much from you and the process. You have seen me through graduate school in its entirety, along with a wedding, two houses, many jobs, and two children. You have given me so much of your time and energy in this process as well as sharing your wisdom. Your mentorship and guidance over the years is immeasurable, as is my gratitude for it.

I have also been privileged to have two other wonderful committee members who continue to be instrumental to my process. Dawn and Anne, I am so grateful for your time, wisdom and insights. You have certainly strengthened my work with your thoughtful feedback and critiques. I would be remiss if I did not mention my former committee member, Sari, who is no longer with us.

She was instrumental to this dissertation, and her guidance in the early stages of my work was critical. She pushed me to find my voice and I am so appreciative of the many lessons she provided in and out of the classroom. Without a doubt, I am fortunate to have such a brilliant, accomplished and supportive committee. Thank you for your commitment to issues of social justice and equity in theory and practice and for all you have taught me.

To my cousin Tony, who is more like my brother, and who paved the way for me. You always took an interest in my education and your love of learning was contagious. I still have no idea v how you can make a math problem a fun challenge, but you do, and it is what makes you an amazing teacher. You took me on one of my first college tours; you gave me loads of advice, and like a sister, I only took some of it.

Regardless, you set an example with your own path that taught me the value of perseverance and hard work. I am thankful for your friendship and for your example. To Julie, who has become like my big sister, thank you also for your love and support. I cannot forget Mary, Jennie, and Sara—thanks for always reminding me of importance of family and for making me laugh.

I was fortunate to have the support of the rest of my family, and there are so many--thank you all for always being there for me in so many ways. For my writing group, who have long since finished this process, Rachel, Carrie, Wendy, Maria, and Leah, thanks for your friendship and support along the way. I will never forget our times at Panera, trying to make sense of our work and the process. I could not have made it through without all of you.

Thanks for your continued friendship. To Sarah, my dear friend and work sister. You have taught me so much about the process of writing, and I can’t thank you enough for all the practical wisdom as well as the deep and profound guidance you willingly provided. Thank you for always listening.

Finally, to Jeff for your incredible support as I finished this process. You have made it possible for me to get through this last leg and your support and leadership are greatly appreciated. Likewise, to all of my colleagues over the years, and there are too many to name, who supported me. In particular, I want to recognize my “Cayuga family”, who have helped me find my place and my feet professionally.

Thank you for being there for me through this process. This dissertation is dedicated to my daughters, Hannah and Lily. vi TABLE OF CONTENTS Chapter 1: INTRODUCTION……………………………………………………………….……1 Changing Landscape of Higher Education………….2 Statement of the Problem…………………………………………………………………8 Purpose of the Study…………………………………………………………………….……11 Role of Researcher……………………………………………………….14 Overview of Methods………………………………………………………….20 Significance of Study…………………………………………….27 Key Terms and Definitions…………………………….………………………………31 Overview of Chapters……………………………………………………………………32 Chapter 2: LITERATURE REVIEW…………………………………………….34 Path to College………………………………………………………………………….35 Pre-college Characteristics………………….36 Family Involvement in the College Choice Process……….39 Pre-college Outreach Programs…………………………………………………40 Enrollment and College Choice…………………………………………………45 Impact of College……………………………………………………………………….52 Academic and Social Integration……………………………………………….54 Educational Pioneers……………………………………………………………59 Literature Focused on Recommendations for Practice…………………………64 Theoretical Frameworks…………………………………………………………………67 Intersectionality………………………………………………………………….67 Cultural and Social Capital and Community Cultural Wealth………………….73 Chapter 3: METHODS AND PROCEDURES…………….97 Chapter 4: HOW FIRST-GENERATION STUDENTS NAVIGATED THE EDUCATIONAL PIPELINE……………………………………………………………………………………….99 Structural Inequalities Limit Opportunities………………………………………….99 Lack of Physical Resources Impacts Learning.100 Under-resourced Schools Do Not Prepare Students for College…………….104 Standard English is Privileged.……108 Little or Bad Advice About the College Application Process……….116 viii Navigating Away From Underresourced Schools.126 Chapter 5: A DIFFERENT WORLD: CAMPUS CLIMATE AND COUNTERSPACES….129 Outsiders in the Academy………………………………………………………….130 Administrative and Academic Offices………………………………….171 Chapter 6: NEGOTIATING COMMUNITY RELATIONSHIPS IN WHILE IN COLLEGE.173 Family Responsibilities Continue in College…………………………………………175 Financial Responsibility. ………………………………………………………175 Emotional Responsibility………………………………………………………180 Negotiating Emotional Distance………………………………………………………184 Translating Experiences……………………………………………………….195 Doing Them Proud……………………………………………………………195 Going Back………………………………………….200 Chapter 7: CONCLUSIONS AND IMPLICATIONS…………………………………………202 Summary of Findings………………………………………………………………….203 Importance of Study……………………………………………………………………207 ix Limitations…………………………………………………………………………….214 Implications for Practice and Recommendations………………………………………217 Recommendations to Increase Access………………………………………….217 Recommendations for Higher Education………………………………………221 Concluding Thoughts…………………………………………………………….238 x 1 Chapter One: INTRODUCTION I started at [local community college]…and everyone there was just great.

They really helped, wanted to see all their students succeed…with the support of them I did really well…and that’s pretty much how I manage to find myself here. I’d never dreamed of being able to come to someplace like Northeast financially…Once I started college…it actually inspired some of my family. I mean and that’s [college] something that no one else in my family has ever done, so I mean it’s huge for me. (Jim, student at Northeast University) Jim described his family as being below the poverty line while he was growing up.

He half-jokingly added that, “They were not even close to middle class.” His parents never attended college and they moved around quite a bit when he was younger. Jim eventually dropped out of high school and decided to start working. He was able to make a relatively good salary, but quickly realized the physical demands of the work would catch up with him. He pursued community college in a small rural town, where he said if you aren’t a good student, “there is nothing to do except get in trouble.” Jim is like many first-generation college students who decide to start their education at a community college.

In fact, working class youth and those from families with low educational levels have been found to be overrepresented in the lowest tier of higher education (Karen, 1991). It is also well documented that students, particularly low-income or first-generation, who enter community colleges are at greater risk for attrition and often transfer at lower rates (Engle & Tinto, 2008; Mullen, 2010; Provasnik & Planty, 2008; Warburton, Bugarin, & Nunez, 2001). Not surprisingly, Jim talked about how he always felt attendance at Northeast was out of his reach. This dissertation explores how Jim and 18 other first-generation college students experienced their educational journey in a private four-year institution of higher education.

In 2 this qualitative study, I examine the educational path and lived experiences of these first- generation college students through semi-structured, in-depth interviews (Bogdan & Biklen, 2007; Rubin & Rubin, 2005).