COMMITTEE CHAIR: Dr. Douglas Hermond

TITLE: How Do Universities’ Independent Culture Values Affect Retention of First-Generation College Students Who Espouse Interdependent Culture Values?

ABSTRACT: First-generation college students are known to enter college at a disadvantage compared to their peers. One area in the literature that has not received attention is the mismatch between first-generation college students’ personal values and the unspoken, independent values of college and universities (Stephens et al., 2012; Tibbetts et al., 2016). Some studies have shown that first-generation students identify as having interdependent values, which is “being part of a community, and connecting with others” (Tibbetts et al., 2016). the literature that has not received attention is the mismatch between first-generation college students’ personal values and the unspoken, independent values of college and universities (Stephens et al., 2012; Tibbetts et al., 2016). Some studies have shown that first-generation students identify as having interdependent values, which is “being part of a community, and connecting with others” (Tibbetts et al., 2016).

The purpose of this study was to discover and understand the overall perspective of first-generation college students’ personal values in concurrence with the institutional values and how their values influence their college retention. Thus, the selection of Cultural Mismatch Theory of Inequality (CMT) as the framework for this study, the following research questions were explored:

1. How do first-generation college students define their values when they arrive at college?
2. To what extent do first-generation college students consider their values to be different from the institution they attend?
3. How do first-generation college students believe their values influence their intention to graduate?

This qualitative phenomenological was conducted through a series of steps that ensured the safety of participants and upheld research ethics. Participants were first-generation college freshman students. A questionnaire was administered to first year students to allow recruitment of students who qualify as true first-generation students. This was a phenomenological study in which
an interview was conducted with research participants to allow questions to be answered honestly. Dedoose software was used to transcribe and analyze the qualitative data.
Participants were first-generation college freshman students. A questionnaire was administered to first year students to allow recruitment of students who qualify as true first-generation students. This was a phenomenological study in which an interview was conducted with research participants to allow questions to be answered honestly. Dedoose software was used to transcribe and analyze the data and three themes emerged:

1. Supportive campus life leads to strong student engagement,
2. First generation college students are dependent on a network of family and friends, and
3. A strong sense of self leads to academic success.

As Stephens et al., (2012) explained, since the cultural values of postsecondary institutions match the values of mainstream students, they perform according to expectations. However, non-mainstream students, such as first generation students, need additional institutional assistance consistent with their interdependent values.

Zoom Meeting:

https://pvpanther.zoom.us/j/96424397358?pwd=c0RERGtSZEwvKzJabkJrOUgwanp0QT09

Meeting ID: 964 2439 7358

Passcode: 690767