ORCID

https://orcid.org/0009-0005-8280-6351

Date of Award

2024

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Anthony Annunziato

Second Advisor

Richard Bernato

Third Advisor

James Campbell

Abstract

The purpose of this qualitative narrative inquiry is to explore how first-generation community college students perceive major and career goals, the factors that impact career decision-making and the development of key employability skills. It is important to understand how to develop or promote programs that can help expose students to various career paths, broaden their career options, and develop competitive candidates for future employment. Colleges, especially community colleges, in the Unites States have continued to evolve to include workforce development as central to their mission and vision (O’Banion, 2022). Thus, as institutions continue to explore career and identify resources to help connect students to various internal and external professional skill development opportunities through academic curriculum, internship, experiential learning, and mentorship experiences, the first-generation college students (FGCS), population must not be left behind. However, Maietta (2016) in an article for the National Association for Colleges and Employers (NACE) described the FGCS as the “hidden minority” due to the different challenges they may face. There may need to be a specifically tailored approach to reach this population effectively. This study will use convenience sampling to identify and select eight participants for a qualitative, narrative study of XYZCC Partner program alumni, currently enrolled at a four-year higher education institution or currently employed. The study will use three open-ended interviews, participant’s co-curricular transcript and/or college resumes to collect participants’ stories. Through multiple rounds of inductive coding, an examination of participants’ narratives, community college administrators, faculty, and staff, will gain deeper insight into creating experiences, resources, and policies that better support FGCS at their institutions.

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