Experiences related to belonging and involvement faced by students who are first-generation that live in residence halls
Cooper, William Jeff
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Significant research supports the premise that students who live in residence halls receive advantages that enable them to succeed in college (Astin, 1993; Pascarella & Terenzini, 1991; Tinto, 1993). Research on students who are first-generation illustrates the barriers they face accessing and persisting in college (Chen, 2005; Engle, 2007); however, little research portrays their experiences after enrolling such as getting involved, establishing connections, and living in residence halls (Engle & Tinto, 2008). The purpose of this study is to examine the experiences related to belonging and educational involvement faced by students who are first-generation and how living in residence halls might influence them. The researcher utilized a quantitative research design to conduct a study through an online questionnaire comprised of (a) the Institutional Integration Scale (Pascarella & Terenzini, 1980), and a subtask of (b) the Student Developmental Task and Lifestyle Assessment (Winston, Miller, & Cooper, 1999) to measure belonging and educational involvement respectively. The participants in the study (n = 81) were degree-seeking, undergraduate students from a mid-sized, four-year, public university located in the southeastern United States. The researcher employed a one-way, between-subjects design to analyze the collected data. No significant findings were identified at the .05 alpha level based on the data analysis.