Date of Award


Degree Type


Degree Name


Degree Program

Educational Administration


Educational Leadership, Counseling, and Foundations

Major Professor

Jeffers, Elizabeth

Second Advisor

Beabout, Brian

Third Advisor

Broadhurst, Christopher

Fourth Advisor

Wadsworth, Donna


There is limited research on potential first-generation college students’ K12 experiences. The enrollment in advanced math coursework while in high school is a crucial factor for such prospective college completion and success. Potential first-generation students, however, are more likely to enter college without advanced mathematics coursework. This grounded theory study utilized math literacy (Moses & Cobb, 2001) and notions of additive schooling (Valenzuela, 1999) to explore the reasons behind potential first-generation students’ enrollment decisions in advanced math courses. Data collection included semi structured interviews and demographic survey data of potential first-generation students. Findings indicate that the school counselor functions as the main influence behind the enrollment decisions of potential first-generation students. The study concludes by recognizing a need to examine school counselor and math teacher practices.


The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.

Available for download on Sunday, December 15, 2024