Publication Date

2020

Document Type

Dissertation/Thesis

First Advisor

Hu, Xiaodan

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Counseling and Higher Education (CAHE)

Abstract

First-generation and/or low-income families have a difficult time navigating the college-going process. These families have daily obstacles that make preparing and entering post-secondary education challenging, including family trauma, financial hardships, decision-making skills, and lack of knowledge regarding college-going strategies. The purpose of this study is to uncover what specific support tools low-income and/or first-generation families participating in the Danielsville College TRIO Upward Bound program need as they support their students through the college-going process at Hinley Park High School. This qualitative study utilized a research methodology case study approach to understand the lived experiences of fifteen participants (one student, three program alum, and 11 parent(s)/legal guardians). Interview participants had been engaged with the program since the beginning of 2017.

The interviews followed the semi-structured interview protocol, which is a strategy of asking participants a series of predetermined but open-ended questions. The data was analyzed using vivo/first cycle coding, second cycle/pattern codes, and analytic memoing. The findings of this study showed that the participating families have a desire to persist towards college but they need extra support and resources. Seven themes emerged from the research study: (1) Family Trauma, (2) Safety Concerns, (3) Financial Hardships, (4) Family Support/Motivation, (5) College Resources/Information, (6) Life Skills, and (7) Support from TRIO Upward Bound. These themes indicated the perceived barriers, life experiences, needs, and support received as the participants' trench through the college going-process. The study also revealed that the Danielsville College TRIO Upward Bound program is/was instrumental in the preparation for entry into post-secondary education.

Extent

146 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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