College of Graduate Studies: Theses & Dissertations

Term of Award

Spring 2026

Degree Name

Doctor of Education (Ed.D.)

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Copyright Statement / License for Reuse

Digital Commons@Georgia Southern License

Department

College of Education

Committee Chair

Meca Williams-Johnson

Committee Member 1

Ming Fang He

Committee Member 2

Daniel Chapman

Committee Member 3

Irvin Clark

Abstract

This qualitative narrative inquiry study explores the academic achievement and lived experiences of first-generation college students (FGCS) who participated in TRIO programs, specifically the Upward Bound program, at a Historically Black College and University (HBCU). Grounded in the theoretical frameworks of culturally responsive teaching and culturally relevant pedagogy, the study investigates how first-generation college graduates describe their academic journeys, perceive their participation in TRIO programs, and identify factors contributing to their success. Data were collected through in-depth interviews with a purposive sample of first-generation college graduates who attended an HBCU and participated in the Upward Bound program. The findings reveal that key contributors to academic success include strong support systems, development of self-efficacy, sense of belonging, and exposure to structured academic and social resources provided by TRIO programs. Participants emphasized the importance of culturally affirming environments and mentorship in navigating the challenges of being first-generation college students, including financial barriers, a lack of familial college knowledge, and transitional difficulties. The study contributes to the existing literature by highlighting the critical role of student support services in promoting persistence and degree attainment among underrepresented populations. Implications for practice include the need for higher education institutions to strengthen culturally responsive support systems, expand TRIO programming, and implement targeted interventions that address both academic and non-academic barriers to student success. Recommendations for future research include comparative studies across institutional types and expanded exploration of long-term outcomes for TRIO program participants.

Research Data and Supplementary Material

No

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Available for download on Saturday, April 12, 2031

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