ORCID

https://orcid.org/0009-0003-5386-6502

Date of Award

2025

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Katherine Aquino

Second Advisor

Catherine DiMartino

Third Advisor

James Coviello

Abstract

Underprepared low-income students in the first semester of college may benefit from using soft skills to help them successfully negotiate college expectations. The importance of social, emotional, and affective skills is gaining momentum to increase student engagement and achievement (Randolph, 2014). This qualitative transcendental phenomenological study was to explore underprepared low-income first-semester college students’ perceptions of their experiences of learning and using soft skills. The research methodology embraced a qualitative approach aligned with the study’s theoretical framework rooted in attribute theory (Heider, 1958). The study’s significance lies in its focus on students rarely studied in areas of research related to soft skills. The current study expands beyond surveys to collect information on students and uses semi-structured interviews as a qualitative method to gain participant data. Participants comprised nine underprepared, low-income first-semester college students between 17 and 18. Data from the semi-structured interviews was thematically coded and revealed underprepared low-income first-semester college students’ perceptions of their experiences of learning and using soft skills. The findings from this study revealed that participants used communication skills to build rapport with the instructor and students. However, the findings also shed light on some difficulties and opportunities that participants faced when learning and using soft skills, especially regarding their familiarity with understanding soft skills. Still, participants sought more engagement from instructors; most felt that it was the responsibility of instructors to facilitate the learning of soft skills within the class. The study advocates for HEI to consider the role soft skills can play in helping students successfully negotiate learning environments.

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