"Understanding Student Barriers to Selecting and Applying to Midwest Co" by Christina R. Brandon
 

Dissertations and Theses @ UNI

Availability

Dissertation (UNI Access Only)

Abstract

High school graduation marks a pivotal transition, signaling the start of a new phase in a student’s educational journey navigating the opportunities and challenges of postsecondary education. The current study focused on understanding the lived experiences and barriers first-generation and emergent bilingual students faced during two critical phases: (a) college selection and (b) the application process at Midwest Community College. The significance of the current study was the focus on the barriers first-generation and emergent bilingual students. The key research questions were: (1) How do first-generation and emergent bilingual international students characterize their decision-making experiences when opting to attend a rural midwestern community college, considering factors such as family influence, available resources, and perceived opportunities for success? (2) How do first-generation and emergent bilingual students articulate their experience in completing a rural midwestern community college admission application, including challenges faced, support systems accessed, and strategies employed to overcome obstacles? The study used a phenomenological approach and engaged participants through semistructured interviews to explore barriers identified as their lived experiences. Data was analyzed using in vivo coding. Participant experiences reveled five themes of: (a) Resilience as a Driving Force, (b) Support Systems as a Catalyst for Success, (c) Strategic Decision Making, (d) Personal Perseverance, and (e) Gratifying Feelings of Accomplishment. The five themes supported a deeper understanding of how participants used past lived experiences in their pursuit of higher education at a community college. The study’s findings contributed to practices in community colleges fostering a more supportive educational environment for first generation and emergent bilingual students.

Year of Submission

2025

Degree Name

Doctor of Education

Department

Department of Educational Leadership and Postsecondary Education

First Advisor

David Schmid

Date Original

5-2025

Object Description

1 PDF (x, 131 pages)

Language

en

File Format

application/pdf

Download
Off-Campus Download

Comments?

Share

COinS