A Mixed Methods Examination of the Selected Experiences of First Generation TRIO Talent Search Participants and Perceptions of Program Efficacy
Location
Ballroom
Session Format
Presentation
Abstract
TRIO programs have been successful in supporting first-generation students for more than 58 years and have served an instrumental part in ensuring students from traditionally underserved communities have an equal opportunity to higher education. Yet, according to selected literature findings that shall be shared for this conference paper presentation, college access remains a barrier for many students. While significant literature on the federal TRIO programs and their unique ability to increase college enrollment exists, there is a need to explore a gap analysis through an exploratory study that seeks to examine from the participants' perspectives an understanding of the lived experiences of first-generation TRIO Talent Search (TS) students. As such, the paper presentation shall advance the preliminary findings from research in progress on how college access programs, like TRIO TS, can improve program efficacy and selected participant outcomes. As of this conference submission, the study in progress proposes to conduct a three-phase concurrent mixed-methodological design, and this national study intends to provide an in-depth look at the educational, financial, and social-emotional barriers faced by first-generation students and the impact TRIO TS program interventions have on college enrollment decisions. Understanding the lived experiences and measured perceptions of program efficacy among TRIO TS participants is essential for providing insight into how to serve first-generation students' needs best. As an outcome, this national study may provide practical recommendations for effective practices in delivering real-world, high-impact interventions for college access professionals working with first-generation students. The researcher also hopes to provide statistics that offer a robust narrative of how best to support national college enrollment rates of first-generation students. This data would be significant for education leaders and policymakers seeking to address educational equity and create a college-going culture for this traditionally underserved population of students.
Keywords
College Readiness, First-generation student, Low-Income, Program Efficacy, TRIO
Professional Bio
La’Toya D. Cesar is a Doctoral Professional Student at Fayetteville State University in the Educational Leadership program (Ed.D) with a focus on Higher Education Leadership. La’Toya is a first-generation college graduate and former TRIO SSS alumnus with 15 years of experience as a TRIO program professional. Her research is centered on the examination of college access programs and interventions that impact college enrollment decisions for first-generation students. During college, Noran L Moffett began his educational career as a school bus driver, community coach, and community neighborhood servant as a double major in history education and middle grades education. His journey from P12-higher education roles includes classroom teacher, school administrator, academic dean, and tenured college professor in educational leadership. Noran’s passion is rooted in the facilitation of higher education and p12 leadership studies that seek to explore and investigate research based on newly developed methodological designs. Dr. Moffett is the editor of the textbook on the research journey titled Creating a Framework for Dissertation Preparation: Emerging Research and Opportunities (Moffett, N. L. (Ed.). (2020). Creating a Framework for Dissertation Preparation: Emerging Research and Opportunities. IGI Global. https://doi.org/10.4018/978-1-5225-9707-0).
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Cesar, La'Toya and Moffett, Noran L., "A Mixed Methods Examination of the Selected Experiences of First Generation TRIO Talent Search Participants and Perceptions of Program Efficacy" (2024). Georgia Educational Research Association Conference. 18.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/18
A Mixed Methods Examination of the Selected Experiences of First Generation TRIO Talent Search Participants and Perceptions of Program Efficacy
Ballroom
TRIO programs have been successful in supporting first-generation students for more than 58 years and have served an instrumental part in ensuring students from traditionally underserved communities have an equal opportunity to higher education. Yet, according to selected literature findings that shall be shared for this conference paper presentation, college access remains a barrier for many students. While significant literature on the federal TRIO programs and their unique ability to increase college enrollment exists, there is a need to explore a gap analysis through an exploratory study that seeks to examine from the participants' perspectives an understanding of the lived experiences of first-generation TRIO Talent Search (TS) students. As such, the paper presentation shall advance the preliminary findings from research in progress on how college access programs, like TRIO TS, can improve program efficacy and selected participant outcomes. As of this conference submission, the study in progress proposes to conduct a three-phase concurrent mixed-methodological design, and this national study intends to provide an in-depth look at the educational, financial, and social-emotional barriers faced by first-generation students and the impact TRIO TS program interventions have on college enrollment decisions. Understanding the lived experiences and measured perceptions of program efficacy among TRIO TS participants is essential for providing insight into how to serve first-generation students' needs best. As an outcome, this national study may provide practical recommendations for effective practices in delivering real-world, high-impact interventions for college access professionals working with first-generation students. The researcher also hopes to provide statistics that offer a robust narrative of how best to support national college enrollment rates of first-generation students. This data would be significant for education leaders and policymakers seeking to address educational equity and create a college-going culture for this traditionally underserved population of students.
