자료유형  

 학위논문

Control Number  

0017164384

International Standard Book Number  

9798384042426

Dewey Decimal Classification Number  

378

Main Entry-Personal Name  

Wilson, Nicole Jeanette.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of Michigan., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

232 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-03, Section: A.

General Note  

Advisor: Perez, Rosemary J.

Dissertation Note  

Thesis (Ph.D.)--University of Michigan, 2024.

Summary, Etc.  

요약The purpose of this case study is to explore the strategies and approaches success coaches use towards validating first-generation, low-income college student success. This case study was conducted at Terrace University (pseudonym), a public, four-year institution within the Midwest. Since 2008, Terrace University has sponsored Terrace Promise (pseudonym)- a four-year comprehensive college transition program designed to support first-generation, low-income student retention and success. Terrace Promise offers a variety of wrap-around supports to bolster first-generation, low-income student success including four years of financial assistance, first- and fourth-year seminar courses, and most relevant to this study four years of individualized success coaching with a Terrace Promise success coach. Terrace Promise was selected as the research site given the program's strong history of retaining and graduating Scholars from across the socioeconomic spectrum. Three research questions guided this study: (1) What is the program's approach to coaching first-generation, low-income Scholars; (2) How do success coaches describe their coaching approach; (3) How do first-generation, low-income program participants describe their coaching experience. To answer these questions, I collected data during eight focus groups with 45 Terrace Promise Scholars, seven individual interviews with Terrace Promise success coaches, and three observations of program staff meetings.Findings from this study were analyzed through Rendon's (1994) validation theory. Chapter four outlines themes relevant to the how success coaches described their coaching approach including: (1) Coaching Philosophies; (2) Conceptualizing Support; (3) Strategies for Cultivating Relationships with first-generation, low-income Scholars; and (4) Influences from Workplace Environment. Chapter five highlights descriptive themes across how Scholars who participated in focus groups conceptualized and described experienced success coaching: (1) Support, Helpful, Resources; (2) The Nature of the Coaching Relationship; and (3) The Role of Validation in Scholar Processes and Outcomes. Chapter six analyzes findings across the entire data corpus to inform the primary research question. Findings highlight seven interconnected domains of success coaching that foster a sense of validation among first-generation and low-income Scholars. I offer examples of how these seven domains appear across the Terrace Promise coaching context as well as extend previous conceptions of interpersonal validation. The study concludes with implications and recommendations for higher education practice and policy as it pertains to promoting and sustaining first-generation and low-income student success.

Subject Added Entry-Topical Term  

Higher education.

Subject Added Entry-Topical Term  

Education.

Subject Added Entry-Topical Term  

Community college education.

Subject Added Entry-Topical Term  

Educational philosophy.

Index Term-Uncontrolled  

First-generation

Index Term-Uncontrolled  

Low-income college students

Index Term-Uncontrolled  

Success coaching

Index Term-Uncontrolled  

Interpersonal validation

Index Term-Uncontrolled  

College transition program

Added Entry-Corporate Name  

University of Michigan Higher Education

Host Item Entry  

Dissertations Abstracts International. 86-03A.

Electronic Location and Access  

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Control Number  

joongbu:655268