Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

John Kellmayer

Committee Member

Sherilyn W. Poole

Committee Member

Kimberly Durham

Keywords

First-Generation College Students (FGCS), persistence constraints, student retention, Chickering and Reisser’s Seven Vectors, Tinto’s student departure theory, qualitative descriptive research, phenomenological approach, student development programming, academic persistence, social and cultural capital.

Abstract

The aim of this qualitative descriptive study, conducted from a phenomenological lens, is to explore and understand the experiences of First-Generation College Students (FGCS) in relation to their student development and educational outcomes. Drawing on the works of Chickering and Reisser this study seeks to gain insights into the seven vectors of student development and their impact on FGCS who have participated in student development programs compared to those who have not.

The study focuses on FGCS as the population of interest, examining their experiences within the context of freshman and sophomore student development programming. By employing a phenomenological approach, this study seeks to uncover the lived experiences of FGCS and explore the influence of student development programs on their educational journeys.

Through in-depth interviews and surveys, the researcher aims to capture the essence and meaning of FGCS' experiences within the context of student development, shedding light on the potential effects of these programs on their personal and academic growth from the lens of FGCS. By investigating the Seven Vectors of student development, as proposed by Chickering and Reisser (1993), and examining the experiences of FGCS who have participated in student development programs compared to those who have not, this study contributes to our understanding of the unique challenges and opportunities faced by this specific population.

The findings will inform educational institutions and policymakers about the effectiveness of student development programs in supporting the success of FGCS and provide insights for enhancing future initiatives aimed at promoting their educational outcomes. In summary, this qualitative descriptive study, conducted from a phenomenological lens, focuses on understanding the experiences of FGCS in relation to their student development and educational outcomes.

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