Date of Award
Culminating Project Type
Higher Education Administration: Ed.D.
Educational Administration and Higher Education
School of Education
Dr. Jennifer B. Jones
Dr. Rachel Friedensen
Dr. Steven McCullar
Dr. Michael Beane
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
first-generation, community college, academic advising, first-year, higher education
The current study was conducted to better understand how first-time, full-time, first-generation community college students understand their experiences with academic advising in their first year of college. This study utilized a qualitative research design with a case study methodology to focus on how first-generation students experience academic advising and how their experiences reflect the expectations of their institution. The theoretical framework used for this study was Schlossberg’s Transition Theory. Participants in this study are first-generation community college students and community college academic advisors, and seven first-generation students and two academic advisors participated in individual semi-structured interviews. Data collected also includes documents related to academic advising produced by the institution. This study's findings reveal connections and disconnections across the student experience and the institutional expectations, as well as significant elements of the first-generation transition into college. Although the role of academic guidance in advising is aligned across all data sources, the findings from this study indicate that first-generation students are also looking to academic advisors for emotional support and additional access to knowledge and resources. Findings from this study reveal that academic advisors are aware of these needs. Still, their preparation and training lack depth, and recommendations include more intentional, ongoing training for academic advisors. Suggestions for future research involve increasing the population size and scope. Further exploration of the impact of gender identity in academic advising is also recommended.
Stradt-Johnson, Kristen, "Exploring the Advising Experiences of First Year, First-Generation Community College Students: A Case Study" (2023). Culminating Projects in Higher Education Administration. 69.