Document Type
Senior Thesis
Publication Date
Spring 2025
Abstract
A raising issue in education is the prevalence of first-generation college students and their ability to succeed in institutional spaces. First-generation college students are defined as the first individual in their immediate family to go to college and complete a BA degree. First-generation students differ from continuing generation students in that continuing generation students have a parent that has attended a 4-year institution and completed a BA degree. The difference in rather or not a student is the first to graduate from college is a significant predictor of their success and can present many additional barriers. These barriers include access to college, cultural knowledge about college, academic preparedness, social preparedness, degree attainment, well-being in college, and more. Due to these differences, first-generation college students require additional support before and throughout their college careers that are not widely available. Many studies have explored this topic and identified specific factors that affect first-generation students and student needs. There has also been research evaluating various college readiness programs that has proved successful in supporting first-generation students, yet there are very few college readiness programs available to students and very few studies outline how and why these programs are significant. This presentation will focus on the challenges and success of integrating college readiness curriculum by addressing the following question through a mixed-methods design: What are the challenges and successes related to designing and teaching college readiness curriculum for first-generation middle and high school students?
Recommended Citation
Simmons, Erin, "Successes and Challenges of College Readiness Curriculum for First-Generation Students" (2025). Integrated Educational Studies Student Papers and Posters. 1.
https://digitalcommons.chapman.edu/ies_student_work/1
Copyright
The author
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, Other Education Commons
Comments
Capstone project under faculty advisor Dr. Quaylan Allen.