First-Generation Graduates of Berea College: An Examination of the Association Between the Barriers to Graduation and the Motivating Factors.

Abstract

This study suggested which of the identified motivating factors address specific barriers to success for first-generation college students. The motivating factors identified in the research include academic support/tutoring programs, faculty mentoring programs, involvement in campus life, and personal resilience. The barriers include the lack of financial support, family support, academic preparedness, personal commitment, and social support. The study will also ascertain which motivating factors each first generation college graduate experienced and how that impacted each of the specific barriers identified.

Approximately 147 Berea College graduates were surveyed about their experience while enrolled at Berea, with a total return of 35 surveys (24%). The areas of interest included their experience in tutoring/academic support services, faculty relationships, campus involvement, personal resilience, financial support, family support, academic preparation, personal commitment and social support systems developed while enrolled. Spearman Correlation Coefficient results indicate that the barriers: financial support, family support, academic preparation, personal commitment and social support) significantly (p < .001) contribute to the motivating factors: tutoring/academic support services, faculty mentoring relationships, campus involvement and personal resilience. One exception was determined, the motivating factor of faculty mentoring relationships was positively correlated to financial support, but the p-value was 0.0025. These factors had alpha reliability scores of .72 to .91. The results seem to indicate that each of the identified motivating factors has a strong relationship with the identified barriers (See (Table 10).

The data provided evidence of a relationship between all motivating factors and the barriers experienced by first-generation college graduates. These findings suggest that the more motivating factors a first-generation college student experience, the more likely he or she will be to overcome the barriers and complete college. While no specific motivating factor significantly impacted one barrier more than any of the others, this research does provide evidence that the barriers can be overcome with the assistance of involvement in the motivating factors. All of the motivating factors had significant correlations with the barriers and had strong p values that suggest a relationship.