Based on Garrison & Gardner, 2012

An Anti-Deficit Examination of
First-Generation College Students:
The School Counselors Role of Support
A Phenomenological Pilot Study
Jonathan R. Ricks, MA, LPCA
Licensed Professional School Counselor
Doctoral Student Counselor Education

Research Questions

How can school counselors support first generation college
students so that they will be successful in college?

When and how do FG college students decide and
realize they will attend college?

What interventions have been used by school
counselors (and other educators) to help FG college
students reach college success?

What obstacles do successful FG college students face
and how do they respond?

What advice do FG college students have for other
students and school counselors?

Rationale

Twenty to 50% of FG students drop out of college before the
second year (Pascarella et al, 2004).

FG students generally have less academic preparedness,
lower grade point average and test scores, family support,
self-efficacy, and financial resources. (Zeisman, 2012).

FG students have been found to lack social and cultural
capital (Pascarella et al, 2004).
Methodology

Phenomenology: discovery oriented research, seeks to
clarify the meaning of the experience for the individual who
is living the experience (Giorgi, 2005).

-Observation and Interview of FG Students
-Transcribe and review interviews
-Determine units of meaning for each research question
-Organize responses into themes
-Use themes to summarize results of study

Interview Participants
Frequency
Female 4
Male 3
Black 3
African American 2
Hispanic 1
Mexican 1
Avg. HS Gpa 2.95
Based on self-reported information
Representative Quotes from Participants
Well, I always knew I would attend college. My mother encouraged
that behavior. my mom helped me to practice my reading and writing

I did not always know I would attend college. ..my counselor
encouraged me and helped me through some of the applications...
And my younger cousin decided to attend NCCU, and I could not allow
her to out-perform me.

I worked for *** as a forklift operator and, one day realized, I no longer
want to be the forklift operator instead I want to manage the forklift
operators.

I always knew because my parents raised me that way. Education is
first in our household.

I had this teacher in high school... that actually prepared me for
college. ..I thank her for introducing me to the English field.

Mrs. **** stands out the most.ah, she was a wonderful person with an
outstanding attitude about teaching her students go to her for
anything and she would take out the time to assist you with any
matter. She is the most uplifting teacher I have ever had.

Miss ******* Grade 9 teachertutored me and She saw the
potential in me and made me realize to believe in myself.

My history teacher ***** always encouraged her students to attend
college.

I think they should focus more attention on these students [FG
students], because their parents are inexperienced when it comes to
information about college. Their parents may try to help them, but it may
not be enough guidance.

Just be encouraging and supportive.

Learn as much as you can about that students personal life.

Support and encouragement, and to teach time management.

Conclusions
Family plays a major role in FG students academic
development.

Encouragement from educators helps FG students gain
interest in college.

Teachers provided content level support that helps FG
students strive to attend college.

FG students require proactivity and diligence from support
professionals.

Implications
School counselors can include more systems of
encouragement and support, especially to FG students.

College-going culture school-wide seems to help FG
students.

Including parents in the culture may assist more FG
students.

Assist parents/families with cultural/social capital deficits.


Presented Spring 2014
ED 730 Qualitative Research in Education
Professor Lisa R. Bass, Ph.D.
Strengths of FG Students