Dr. First-Generation
Factors that Influence the Success of Doctorally Prepared First-Generation College Students
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The purpose of this study is to examine factors that influence first-generation college student success in the postsecondary setting. There were several findings in the study. The influence of family is present for students throughout their lives. The most important factor of family influence is the effect the level of education of both the mother and father has on the success of first-generation college students. When first-generation college students enter primary school, specific patterns of the structure of schooling begin to influence their college success. Tracking is one of the structur...
The purpose of this study is to examine factors that influence first-generation college student success in the postsecondary setting.
There were several findings in the study. The influence of family is present for students throughout their lives. The most important factor of family influence is the effect the level of education of both the mother and father has on the success of first-generation college students. When first-generation college students enter primary school, specific patterns of the structure of schooling begin to influence their college success. Tracking is one of the structures established in elementary and secondary schools that influences this long-term success. Intertwined with the influence of tracking is the influence of peers. Tracking often forms peer groups and differentiates between those who will go to college and those who will not. Finally, at the college and university level, the most influential factor is the mentoring experience provided during the attainment of a Doctorate Degree.
There were several findings in the study. The influence of family is present for students throughout their lives. The most important factor of family influence is the effect the level of education of both the mother and father has on the success of first-generation college students. When first-generation college students enter primary school, specific patterns of the structure of schooling begin to influence their college success. Tracking is one of the structures established in elementary and secondary schools that influences this long-term success. Intertwined with the influence of tracking is the influence of peers. Tracking often forms peer groups and differentiates between those who will go to college and those who will not. Finally, at the college and university level, the most influential factor is the mentoring experience provided during the attainment of a Doctorate Degree.
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