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Fostering Belonging: Improving Academic Outcomes Among First-Generation Students Through a Pre-Matriculation Intervention

Alt, Andrew W
http://orcid.org/0000-0001-8020-3868
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1603729935803613

Abstract Details

2020, Doctor of Education (Ed.D.), Bowling Green State University, Leadership Studies.
This study explored the influence of randomized belonging interventions on academic outcomes among first-generation college students at a mid-sized, Midwest, four-year public institution. Astin’s Input-Environment-Outcome (I-E-O) model served as the conceptual framework for investigating the impact of an environmental sense of belonging intervention on outcomes such as first-year grade point average and continuous enrollment. A convenience sampling technique was utilized to recruit a total of 10,281 students from across three cohorts (2015, 2016, and 2017) of incoming first-time undergraduate students. Participants were invited to complete an online, text-based intervention, the College Transition Collaborative Social Belonging Intervention (CTCSBI) during the summer prior to the beginning of their first semester. Among the sample population, 7,278 students were randomized to one of three treatment conditions. A balanced design was used to give equal representation in each condition. A non-treatment control group (N = 3,003) was included as part of a quasi-experimental component of the study. Factorial analysis of covariance (ANCOVA) was used to analyze and examine six research questions, to test the independent variables (Generation Status and Treatment Condition) with respect to the dependent variables (First-Year Grade Point Average and Continuous Enrollment), and to examine interaction effects while controlling for variables known to influence academic outcomes (High School Grade Point Average, Standardized College Entrance Exam Score, and Ethnicity). The results of the study suggested that completing a pre-matriculation intervention significantly influenced first-year grade point average and continuous enrollment of first-generation college students. This study and the related findings are especially important given the opportunity for such interventions to address and reduce achievement gaps of underserved students, align university initiatives with state performance funding models, and foster an ethic of care among campus communities.
Kristina LaVenia, Ph.D. (Committee Chair)
Margaret McCubbin, MFA (Other)
Julia Matuga, Ph.D. (Committee Member)
Mary Murphy, Ph.D. (Committee Member)
Patrick Pauken, Ph.D., J.D. (Committee Member)
105 p.
Education; Higher Education
first-generation college students; student development; Astin; belonging; sense of belonging; social integration; performance funding; ancova, college outcomes; achievement gap; factorial ancova, higher education

Recommended Citations

Citations

  • Alt, A. W. (2020). Fostering Belonging: Improving Academic Outcomes Among First-Generation Students Through a Pre-Matriculation Intervention [Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1603729935803613

    APA Style (7th edition)

  • Alt, Andrew. Fostering Belonging: Improving Academic Outcomes Among First-Generation Students Through a Pre-Matriculation Intervention . 2020. Bowling Green State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1603729935803613.

    MLA Style (8th edition)

  • Alt, Andrew. "Fostering Belonging: Improving Academic Outcomes Among First-Generation Students Through a Pre-Matriculation Intervention ." Doctoral dissertation, Bowling Green State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1603729935803613

    Chicago Manual of Style (17th edition)

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This open access ETD is published by Bowling Green State University and OhioLINK.