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Need assistance with Describe the theoretical framework of each…
Need assistance with
Describe the theoretical framework of each research study.
Identify the methodology used in the chosen research
Almeida, D. J., Byrne, A. M., Smith, R. M., & Ruiz, S. (2021). How relevant is grit? The importance of social capital in first-generation college student’s academic success. Journal of College Student Retention: Research, Theory & Practice, 23(3), 539-559.DOI https://journals.sagepub.com/doi/10.1177/1521025119854688 The purpose of this study is to investigate how grit and social capital influence the academic success of students who are the first in their families to attend college. What role do grit, and social capital have in the academic achievement of students who are the first in their families to attend college? The social cognitive theory as well as the theoretical basis of social capital.
N=156
First-Generation College Students in their junior or senior year at a private, religiously affiliated Southwestern 4-year university.
Quantitative analysis based on data collected from surveys So what type of quantitative? Correlational cause and effect/comparaitive/ The study found that first-generation college students with stronger grit and social capital do better academically. Grit and social capital predict academic success.
Capannola, A. L., & Johnson, E. I. (2022). On being the first: The role of the family in the experiences of first-generation college students. Journal of Adolescent Research, 37(1), 29-58. DOI:10.1177/0743558420979144 The influence of family on the experiences of first-generation college students. The difficulties and strengths of this demographic and their families are being illuminated by themes of resilience and new conceptualizations of what it means to be a first-generation student. What experiences do first-generation college students have with their families as they navigate college life? First-generation college students may struggle to manage their school and family roles. This paradigm may explain differences in academic outcomes and well-being compared to continuing-generation students. The study followed symbolic interactionism (SI). But what theory was used to ground the study.
Sample # not identified in study.
First-generation college students
Qualitative study using interviews Qualitative study using interviews What was the sample size? Why type of qualitative study – phenomenololgy maybe? Results indicate that family support and involvement affect first-generation college students’ academic and social growth. First-generation college students benefit from family support and participation.
Garvey, J. C., Ballysingh, T. A., Dow, L. B., Howard, B. L., Ingram, A. N., & Carlson, M. (2020). Where I sleep: The relationship with residential environments and first-generation belongingness. College Student Affairs Journal, 38(1), 16-33. First-generation students belong through residential advisers, residence hall facilities and programs, and numerous identities. For students who are less inclined to engage socially, cognitively, and academically in college, belongingness is especially important. Belonging affects students’ academic and social lives. Students who belong are more likely to enjoy college.
1. How do student inputs and residential environments affect sense of belonging in first-year, first-generation residential students?
2. How do first-year, first-generation residential students describe experiences and belonging?
Examines first-generation undergrads’ residential belongingness. Strayhorn’s (2012) model has been used by several scholars to study student belonging.
N=390
First-year, first-generation undergraduate students who lived in residence halls during the spring 2016 semester were studied.
Qualitative study using interviews Are you sure. 130 interviews would be nightmarish .
When you have a large sample size, it is most .likely quantitative. Go back and review the article again, please
Residential surroundings can affect first-generation college students’ academic progress and sense of belonging. Higher-income parents/guardians who interacted with staff and residents felt more connected. First-year students’ belonging, and academic performance may be affected by their living environment.
Adams, T. L., & McBrayer, J. S. (2020). The lived experiences of first-generation college students of color integrating into the institutional culture of a predominantly white institution The qualitative report 25(3), 733-756. http:// library.capella.edu/login ?qurl=https%3A%2F%2F www.proquest.com%2F scholarlyjournals%2F lived-experiences-first- generation-college%2F docview%2F239453972 24%2Fse-2 First-generation minority college students will increase. Colleges must enroll these students. This study may help PWI leaders understand first-generation students of color. As colleges diversify, more first-generation college students enroll. First-generation college students face cultural differences between home and campus. These students feel caught between their home culture and their college campus culture. How do first-generation college students of color integrate into a predominantly white institution?
Phenomenology
N=8
First-generation minority college students Voluntary Basis
Qualitative Which research design? Students of color experienced safety issues, racism and biases on their college campus, which has resulted in a strong desire for a more multicultural campus environment. Higher education administrators could use these findings to improve persistence to graduation, student satisfaction, and sense of belonging. Findings have implications for higher education faculty, staff, administrators, and policymakers to better recruit, retain, and support first-generation students of color.
Xuefei (Nancy) Deng, & Yang, Z. (2021). Digital proficiency and psychological well-being in online learning: experiences of first- generation college students and their peers. Social sciences 106), 192. http:// dx.doi.org/10.3390/socsci 10060192 Study examines first-generation college students’ digital proficiency and mental health. Digital proficiency was lower for first-generation students. First Generation Student performed differently than Continuing Generation Student based on caregiving responsibility and employment status.
What influence do online, or digital courses have on first-generation college students and their peers?
Empirical research because it is grounded in observed and measured phenomena and derives knowledge from actual experience, as opposed to theory or belief. What theory grounds the study. (N =309) Students from a four year institution
Quantitative What design
Voluntary Survey
The results supported hypothesis number one that first-generation college students had lesser digital skills than those who are continuing their education. Digital proficiency and psychological well-being. The study reveals that digital skills can benefit students regardless of generational status. Zoom and blackboard connect show how students benefited from interactive elements that improved class participation.
