Date of Award
5-2026
Degree Type
Dissertation
Degree Name
Ph.D.
Degree Program
Justice Studies
Department
Educational Administration
Major Professor
Christopher Broadhurst, Ph.D.
Second Advisor
Steven Mumford, Ph.D.
Third Advisor
Shannon Williamson, Ph.D.
Abstract
One-third of all undergraduates in the U.S. are first-generation college students (FGCS) (Center for First-Generation Student Success, 2020). Due to barriers such as inequitable access to rigorous college preparatory programs and coursework, limited resources and access to college and career counseling, financial constraints, and a lack of college knowledge such as the expectations, norms, and language of higher education, FGCS often arrive less prepared for college than continuing-generation students, impacting first-generation student success and persistence in post-secondary education (Broadhurst et al., 2023; Campoverdi, 2023; Cataldi et al., 2018; Hamilton et al., 2016; Katrevich & Aruguete, 2017; Osborne, 2023; Pratt et al., 2019; Tinto, 2017). Research also shows that 75% of continuing-generation students will complete their degree and graduate within six years, compared to only 56% of first-generation college students (Center for First-Generation Student Success, 2020). Colleges and universities committed to improving first-generation student outcomes may recognize that providing supports that encourage FGCS success is a salient concern, but may still face challenges in determining which supports to prioritize. This qualitative dissertation centers the voices and experiences of first-generation college students, ages 18 to 24 years old, who have persisted beyond their second semester of college to evaluate and share their perspectives on high school and college policies, programs, and initiatives aimed at supporting the success of first-generation students. As part of this research inquiry, FGCS collaboratively developed a deliverable identifying what they perceive as most effective in promoting persistence and success. This deliverable provides actionable insights and recommendations for educators, administrators, and those with decision-making power committed to improving FGCS success.
Recommended Citation
Legendre, Monique N., "What We Want the Decision Makers to Know About First-Generation College Student Success: Insights from Students’ Perspectives" (2026). University of New Orleans Theses and Dissertations. 3381.
https://scholarworks.uno.edu/td/3381
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Rights
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.