The Depths of Inclusion: A Study on the Relationship Between the Parents of First-Generation Students and an Elite Institution / Marcus Trumaine Wright.

Format:

Book

Thesis/Dissertation

Author/Creator:

Wright, Marcus Trumaine, author.

Contributor:

University of Pennsylvania. Higher Education, degree granting institution.

Language:

English

Subjects (All):

Higher education.

Educational sociology.

Higher education administration.

Higher Education--Penn dissertations.

Penn dissertations--Higher Education.

Local Subjects:

Higher education.

Educational sociology.

Higher education administration.

Higher Education--Penn dissertations.

Penn dissertations--Higher Education.

Physical Description:

1 online resource (195 pages)

Contained In:

Dissertations Abstracts International 85-02A.

Place of Publication:

[Philadelphia, Pennsylvania] : University of Pennsylvania, 2022.

Ann Arbor : ProQuest Dissertations & Theses, 2023

Language Note:

English

Summary:

Elite institutions have increased their efforts to enroll and support first-generation students, yet these students still experience socioemotional adversity at these institutions such as microaggressions, stereotype threat, and feelings of nonbelonging. Such adversity indicates that although elite institutions have expanded their support for first-generation students (increasing the breadth of their support), their efforts fall short in helping these students feel included in the campus culture and community (exposing a problem with the depth of these efforts). One potential reason for this is the condition of the relationships that elite institutions have with the parents of first-generation students. These parents serve as important supports, resources, and capital for their children's college aspirations and outcomes, yet have been largely disregarded in the conversation on first-generation student experiences at elite institutions. To further our understanding of the relationship that elite institutions have with the parents of first-generation students, this dissertation analyzes one U.S. elite institution (Wonder) through a qualitative analysis that incorporates Hoover-Dempsey et al.'s (2005) conceptual framework of parental involvement (originally made for K12 education, but modified in this case for higher education). The study explores the perceptions and perspectives that three stakeholder groups at Wonder - parents of first-generation students, first-generation students, and academic staff - have of the relationship between the parents of first-generation students and the institution. The study finds that the parents of first-generation students have a largely positive regard towards Wonder, but student perceptions, staff mandates and protocols, and logistical barriers - particularly language - serve as obstacles from the parents getting involved. By countering these logistical barriers, creating roles that leverage the strengths of these parents, and making campus events like Family Weekend more meaningful to first-generation students (so that they want to inform their parents of these events), Wonder - and potentially elite institutions everywhere - can take tangible steps towards strengthening their relationship with the parents of first-generation students.

Notes:

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Advisors: Hannum, Emily; Committee members: Perna, Laura; Wollman, Julie; Gonzalez-Generals, Joann; Gonzales, Roberto.

Department: Higher Education.

Ed.D. University of Pennsylvania 2023.

Local Notes:

School code: 0175

ISBN:

9798380136266

Access Restriction:

Restricted for use by site license.

This item is not available from ProQuest Dissertations & Theses.