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SOCIAL ROLE THEORY AS a MEANS of DIFFERENTIATING BETWEEN FIRST-GENERATION and NONFIRST-GENERATION COLLEGE STUDENTS by LESLIE L

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SOCIAL ROLE THEORY AS a MEANS of DIFFERENTIATING BETWEEN FIRST-GENERATION and NONFIRST-GENERATION COLLEGE STUDENTS by LESLIE L SOCIAL ROLE THEORY AS A MEANS OF DIFFERENTIATING BETWEEN FIRST-GENERATION AND NONFIRST-GENERATION COLLEGE STUDENTS by LESLIE L. HEMPHILL B.A., University of Tulsa, 1973 M.A., University of Tulsa, 1974 AN ABSTRACT OF A DISSERTATION Submitted in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY Department of Counseling and Educational Psychology College of Education KANSAS STATE UNIVERSITY Manhattan, Kansas 2008 Abstract Statistics published in 2003 indicate that over 67% of community college students are first-generation students, students from families where neither parent has graduated from college. First-generation students are disproportionately represented among those who terminate college prior to graduation. This study explores role theory as a model for understanding and addressing the problems of first-generation students. Survey questions linked to role commitment involving intentions to work, commute and participate in campus activities were administered to 257 first-time full- time students: 182 students were first-generation and 75 were nonfirst-generation. Analysis using the Mann-Whitney U Test indicated first-generation students had significantly less commitment to the role of student. Later, first-generation students were divided into “successful” and “unsuccessful” groups based on their two semester grade point average. The Mann-Whitney U Test failed to demonstrate a significant difference between “successful” and “unsuccessful” first-generation students. The ordinal score responses of first-generation students to the three survey questions were then used as categories and grade point averages of the students in those categories were compared using ANOVA procedures. The results were mixed but suggested further investigation was warranted. The study was concluded with interviews of ten “successful” first-generation students. The interview results were supportive of conclusions drawn from role theory underscoring the value of further studies with larger sample sizes and modifications in methodology suggested by this study. SOCIAL ROLE THEORY AS A MEANS OF DIFFERENTIATING BETWEEN FIRST-GENERATION AND NONFIRST-GENERATION COLLEGE STUDENTS By LESLIE L. HEMPHILL B.A., University of Tulsa, 1973 M.A., University of Tulsa, 1974 A DISSERTATION Submitted in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY Department of Counseling and Educational Psychology College of Education KANSAS STATE UNIVERSITY Manhattan, Kansas 2008 Approved by: Major Professor Fred R. Bradley Abstract Statistics published in 2003 indicate that over 67% of community college students are first-generation students, students from families where neither parent has graduated from college. First-generation students are disproportionately represented among those who terminate college prior to graduation. This study explores role theory as a model for understanding and addressing the problems of first-generation students. Survey questions linked to role commitment involving intentions to work, commute and participate in campus activities were administered to 257 first-time full- time students: 182 students were first-generation and 75 were nonfirst-generation. Analysis using the Mann-Whitney U Test indicated first-generation students had significantly less commitment to the role of student. Later, first-generation students were divided into “successful” and “unsuccessful” groups based on their two semester grade point average. The Mann-Whitney U Test failed to demonstrate a significant difference between “successful” and “unsuccessful” first-generation students. The ordinal score responses of first-generation students to the three survey questions were then used as categories and grade point averages of the students in those categories were compared using ANOVA procedures. The results were mixed but suggested further investigation was warranted. The study was concluded with interviews of ten “successful” first-generation students. The interview results were supportive of conclusions drawn from role theory underscoring the value of further studies with larger sample sizes and modifications in methodology suggested by this study. v Table of Contents Table of Contents ............................................................................................................ v List of Figures ................................................................................................................ viii List of Tables ................................................................................................................... ix Acknowledgements ......................................................................................................... xi Chapter 1 Introduction ..................................................................................................... 1 Statement of the Problem .......................................................................................... 2 Purpose of the Study ................................................................................................. 7 Application of Theory ................................................................................................. 9 Research Questions ................................................................................................ 12 Definition of Terms ................................................................................................... 16 Description of Study ................................................................................................. 18 Limitations of the Study ............................................................................................ 21 Chapter 2 Review of the Literature ................................................................................ 22 Theories Regarding Academic Success and Persistence ........................................ 22 Social and Psychological Models ............................................................................. 23 Role Theory ............................................................................................................. 30 Role Theory and College Success ........................................................................... 36 Chapter 3 Method ......................................................................................................... 46 Research Questions ................................................................................................ 46 Institutional Characteristics ...................................................................................... 48 Demographics of Participants .................................................................................. 49 vi Research Design and Procedure ............................................................................. 51 Quantitative Component ..................................................................................... 51 Qualitative Component ....................................................................................... 58 Chapter 4 Results.......................................................................................................... 67 Quantitative Component .......................................................................................... 67 Hypothesis 1 ....................................................................................................... 68 Hypothesis 2 ....................................................................................................... 71 Hypothesis 3 ....................................................................................................... 73 Hypothesis 4 ....................................................................................................... 76 Hypothesis 5 ....................................................................................................... 78 Hypothesis 6 ....................................................................................................... 81 Summary of Hypotheses One through Six ......................................................... 83 Hypothesis 7 ....................................................................................................... 84 Qualitative Component ............................................................................................ 96 Procedures ......................................................................................................... 97 Anticipatory Socialization .................................................................................... 98 Social Capital .................................................................................................... 100 Summary .......................................................................................................... 102 Chapter 5 Summary, Discussion and Recommendations ........................................... 105 Summary ............................................................................................................... 105 Role Theory ...................................................................................................... 106 Overview of the Methodology ........................................................................... 111 Discussion of Results ............................................................................................. 113 vii Recommendations for Practice .............................................................................. 123 Recommendations
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