- RSCH FPX 7860 Assessment 2 Research Concepts.
Research Concepts
| Reference | Purpose of the Study | Statement of the Problem | Barriers | Implications | Ethical Conduct in the Study | Future Research Possibilities |
|---|---|---|---|---|---|---|
| Garriot, P.O., Hudyma, A., Keene, C. & Santiago, D. (2015) | This study aimed to expand the literature on the application of Lent’s (2004) normative model of well-being in predicting students’ academic and life satisfaction, and to test the full model to replicate past findings with previous samples. | Many first-generation college students experience higher education in a different way than their non-first-generation peers. They may have other qualities than their fellow students who aren’t first-generation, including being enrolled in college part-time, coming from lower-income backgrounds, being less active in extracurricular activities, and being academically less prepared. | The sample was not very diverse—it was predominantly composed of white students, which did not accurately represent the typical first-generation college students, thereby limiting generalizability, and females were overrepresented. Because the study sites were oriented toward first-generation students, the participants may have reported more support than they would have in other college settings. | Researchers obtained IRB approval and site permission from the university management. They provided an incentive for entry into a raffle to win one of 10 $25 gift cards. Participants could choose not to answer questions about gender. | Future research should examine actual support rather than just perceived support. A longitudinal study should see the long-term effects of support. Research on actual interventions may also be helpful. | |
| Adams, T.L., & McBrayer, J.S. (2000) | The purpose of this study was to research and examine the experiences of students of color who are first-generation college students who face difficulties in completing their studies. | At a predominantly white university, the students in this study included student volunteers who were more motivated than typical first-generation college students. Researchers also chose to interview only first-generation students of color. The study was limited to a single location, which the researchers selected due to accessibility. | Researchers obtained permission from the Institutional Review Board (IRB) to conduct the study. Researchers took precautions to minimize biases and protect the confidentiality of all participants. | Future studies could extend the research by including first-generation college students of color from different predominantly white institutions. Another way to extend this study would be to examine the intersectionality of first-generation status with race, ethnicity, and socioeconomic status. Another research possibility could be conducting a follow-up study to track a group of students through the experiences of applying for college, enrolling, and entering their first semester. | ||
| Xuefei (Nancy) Deng, & Yang, Z. (2021) | To assess and determine the psychological effects of first-generation students of color in online courses. First-generation students face economic, cultural, and social barriers in their transition to college and navigation throughout their college years. | The limitations of this study were the location of the research site and the sample size. Researchers obtained IRB approval and used a survey invitation sent to student participants during the first week after online instruction began. The survey was 12 minutes long and distributed by six professors from four departments. 309 out of 500 students completed the study. | Future research possibilities for this study include examining the mechanisms through which digital proficiency influences psychological well-being and investigating the causality between digital ability and psychological well-being using longitudinal data. | |||
| Duran, A., Dahl, L. S., Stipeck, C., & Mayhew, M. J. (2020) | This study aims to investigate the environmental factors that influence students’ sense of belonging, particularly for those whose racial and generational status sets them apart from the dominant culture, and how colleges often fail to create environments that accommodate some students’ cultural backgrounds, thereby impacting their sense of belonging. | Limitations of this study include its non-nationally representative nature. The data used in this analysis are cross-sectional, which limits the ability to make claims about student growth and change. The final limitation was the inclusion of Native American students in the samples. Researchers employed a critical theory approach in this study to mitigate tensions that often arise from positivist assumptions. Research quantitativist philosophies formed the intersectional quantitativist approach, as seen in Astin’s I-E-O model. | Future research possibilities include using interviews, focus groups, and observations, as well as expanding to other PWIs. Additionally, peer debriefing procedures should be implemented to ensure that the study’s findings are more informed by the experiences of those who serve the student population, particularly in terms of microaggressions and microaffirmations. | |||
| Ellis, J.M., Powell, C.S., Demetriou, C.P., Huerta-Bapta, C., & Panter, A.T. (2019) | The purpose of this study is to demonstrate how affirmation fosters identity, psychosocial well-being, and enriching college experiences for students from marginalised groups. Currently, no messages affirming the identities of individuals from marginalised groups are available in the research literature. | Barriers to this study included assessing FGCS microaggression experiences at only one predominantly White institution (PWI). Another limitation was the use of various sources of information, including interviews and focus groups, to describe experiences with microaggressions and microaffirmations in institutions. | Researchers of this study gained permission from their institutions’ review boards. They gathered a list of FGS college students from the registrar and created an online survey for a study panel, which was sent to 3,453 college students. Of the 3,454, 524 provided study consent and completed the study. | Search possibilities could include using interviews, focus groups, and observations, as well as expanding to other PWIs. Additionally, peer debriefing procedures should be implemented to ensure that the study’s findings are more informed by the experiences of those who serve the student population, particularly in terms of microaggressions and microaffirmations. |
Explore RSCH FPX 7860 Assessment 1 Literature Review Research Matrix for more information.
References
Duran, A., Dahl, L.S., Stipeck, C., & Mayhew, M.J. (2020). A critical quantitative analysis of belonging: Perspectives on race, generation status, and collegiate environments. Journal of College Student Development, 61(2), 133-153. http://dx.doi.org/10.1353/csd.2020.0014
Adams, T.L., & McBrayer, J.S. (2000). The lived experiences of first-generation college students of colour 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%2Fwww.proquest.com%2Fscholarlyjournals%2Flived-experiences-first-generation-college%2Fdocview%2F23945397224%2Fse-2
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, 10(6), 192. Doi:http://dx.doi.org/10.3390/socsci10060192
RSCH FPX 7860 Assessment 2 Research Concepts
Ellis, J.M., Powell, C.S., Demetriou, C.P., Huerta-Bapta, C., & Panter, A.T. (2019). Examining first-generation college students’ experiences with microaggressions at a predominantly white public research university. Cultural Diversity and Ethnic Minority Psychology, 25(2), 266-279. https://doi.org/10.1037/cdp0000198
Garriot, P.O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counselling Psychology, 62(2), 253-263. https://doi.org/10.1037/cou0000066