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Assets, Strengths and Educational Pathways of First-Generation Doctoral Students

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Assets, Strengths and Educational Pathways of First-Generation Doctoral Students Assets, Strengths and Educational Pathways of First-generation Doctoral Students A dissertation presented to the faculty of The Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Becky A. Bushey-Miller August 2016 © 2016 Becky A. Bushey-Miller. All Rights Reserved. 2 This dissertation titled Assets, Strengths and Educational Pathways of First-generation Doctoral Students by BECKY A. BUSHEY-MILLER has been approved for the Department of Counseling and Higher Education and The Patton College of Education by Peter C. Mather Associate Professor of Counseling and Higher Education Renée A. Middleton Dean, The Patton College of Education 3 Abstract BUSHEY-MILLER, BECKY A., Ph.D., August 2016, Higher Education, Assets, Strengths and Educational Pathways of First-generation Doctoral Students Director of Dissertation: Peter C. Mather The research on first-generation undergraduate student access and success is voluminous; however, the research on first-generation doctoral students’ experiences is limited. In an effort to contribute to the overall first-generation college student body of knowledge, this study focused on first-generation doctoral students from the United States and their experiences and educational pathways to their doctoral programs. This study addresses two research questions. What are personal and educational pathways first-generation doctoral students from the United States travel as they move toward graduate school? How do first-generation doctoral students from the United States experience graduate school? The theoretical framework informing this research is capital theory. The researcher defined four forms of capital: cultural, economic, social and psychological. A discussion about the connection of these four forms of capital can be found in the final chapter. The researcher used a basic interpretive qualitative design for the study, interviewed 11 first-generation doctoral students from the United States, and analyzed the collected data using content analysis. Against the statistical odds, the 11 first-generation doctoral students from the United States who participated in this study found success. They developed their identities, nurtured supportive networks, exercised independence, and found 4 empowerment. Through their developing identities, the participants accumulated psychological capital. As their supportive networks grew, the participants saw an increase in social capital and the bearing it could have on their success. As their independence expanded so did their economic capital. Because of their changing worldviews, a sense of belonging, and their internal motivation, these students experienced empowerment. This empowerment brought increased cultural capital. Because of accumulating capital in all forms, these 11 first-generation doctoral students from the United States found success. 5 Acknowledgments Without the support of many important people, the completion of this dissertation would not have been possible. To my committee members, I aspired to be a part your group. Thank you for everything you did to help me. To Cindy, when my methodology perplexed me, you knew exactly what to say enabling me to complete my analysis. To Pete, when I lost focus, your persistence, ongoing support, and wise counsel helped me find my way back to the goal. You had confidence I could achieve this. To my dear cohort women, Dianne, Patti and Tanya, although this journey was long, I could not have found a smarter, more compassionate group of women with which to travel. Thank you for being there from beginning to end. To the many other friends who shared portions of this road, I appreciated your support. One teacher from long ago noticed something in me and nurtured it. Thank you, Jan Myers, for being my coach, my teacher, and my long time mentor. To my daughters, Francesca, Sophie, and Zoe, the completion of this “project” caused me to miss school events, dance performances, and basketball games. Thank you for your understanding, encouragement, and love. To my mother, Jean Bushey, thank you for the endless, unconditional support. You helped motivate me when I needed it most. To other family members, every well wish and encouraging word inspired and motivated. To Scott, without you and your belief in me, none of this would have been possible. Thank you for believing this degree was possible and encouraging me to pursue it so many years ago. Along the way, I was derailed, but you always believed. Now we can turn our attention to other things, how about kayaking? 6 Table of Contents Page Abstract ............................................................................................................................... 3 Acknowledgments............................................................................................................... 5 List of Tables .................................................................................................................... 12 List of Figures ................................................................................................................... 13 Chapter One: Introduction ................................................................................................ 14 The Experience of One First-generation Doctoral Student........................................... 14 Purpose of the Study ..................................................................................................... 17 Research Questions ....................................................................................................... 18 Context and Significance of the Study.......................................................................... 19 Theoretical Frameworks: Social Capital, Cultural Capital, and Psychological Capital 23 Methodological Approach: Basic Interpretive Qualitative Research ........................... 25 Limitations of the Study................................................................................................ 26 Delimitations of the Study ............................................................................................ 27 Organization of the Study ............................................................................................. 27 Chapter Two: Literature Review....................................................................................... 29 What We Know about the First-generation Student Experience .................................. 33 Why first-generation college students seek higher education................................... 34 First-generation college student success. .................................................................. 38 Enrollment rates of first-generation college students. .............................................. 39 Demographic and enrollment characteristics of first-generation college students. .. 40 First-generation college students experience higher education differently. ............. 42 First-generation college students are inadequately informed and academically unprepared................................................................................................................. 43 The transition between K-12 and higher education. ................................................. 45 Pathways for first-generation college students are different..................................... 47 First-generation college students straddle two worlds. ............................................. 48 Summary of first-generation college students’ experiences. .................................... 49 Current State of Graduate Education ............................................................................ 50 Employment shifts in higher education effects graduate student enrollment. .......... 51 7 Doctoral completion rates are low. ........................................................................... 52 Non-traditional graduate students need different services. ....................................... 53 Graduate students want services offered with their needs in mind........................... 54 Summary of current state of graduate education. ..................................................... 57 Capital and How It Impacts First-generation College Student Success ....................... 57 Social capital defined. ............................................................................................... 60 Cultural capital defined. ............................................................................................ 64 What first-generation college students “take on” when going to college. ................ 69 What first-generation college students “leave off” when going to college............... 71 Familial support differs. ............................................................................................ 73 Psychological capital................................................................................................. 75 Summary of capital and first-generation college students. ....................................... 76 Conclusion .................................................................................................................... 77 Chapter Three: Methodology ............................................................................................ 80 Methodological Approach: Basic Interpretive Qualitative Research ........................... 83 Research Sample/Research Participants ......................................................................
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