First Advisor

Peter J. Collier

Term of Graduation

Spring 2009

Date of Publication

6-1-2009

Document Type

Thesis

Degree Name

Master of Science (M.S.) in Sociology

Department

Sociology

Language

English

Subjects

First-generation college students -- Oregon -- Portland, Self-confidence, Self-reliance, Ronald E. McNair Postbaccalaureate Achievement Program (Portland State University)

Physical Description

1 online resource (3, xi, 167 pages)

Abstract

Compared with their multi-generation counterparts, first-generation college students face many challenges in the field of higher education. These students experience relatively lower levels of access to college, demonstrate lower rates of persistence through college, and exhibit lower bachelor's degree completion rates than multi-generation students. The results of these cumulative disadvantages are that, compared to multigeneration students, first-generation students do not complete Ph.D.'s at the same rates, have lower subsequent earnings, and are underrepresented as faculty at colleges and universities.

A review of the literature reveals that most studies on McNair programs focus on the instrumental effects of participation, such as the development of a curriculum vita or understanding how to fill out a graduate school application. However in this study, students almost unanimously report the transformative nature of their McNair experiences. Participating in the McNair program somehow affects how students think about themselves. A deeper explanation is needed of how the McNair program brings about this change. Therefore, in this research, theories of identity and capital will be used to shed light on deeper processes involved in how McNair helps first-generation students come to see themselves as legitimate graduate students.

Qualitative, in-depth interviews were conducted with 10 former Portland State University McNair scholars, all of whom successfully completed the program. Interviews were then analyzed for patterns and themes.

There were several important findings. First, the McNair program increased participant's level of self-esteem and put to rest the impostor Syndrome. Second, participating in the McNair program helped first-generation students better understand the graduate student role. Third, success in the program helped participants to see themselves as capable of enacting the role of graduate student. Last, and perhaps most importantly, the McNair program provided students with a range of capital that increased the likelihood of their success at graduate school. This study suggests that the McNair program has more than just instrumental effects on students. It helps participants see themselves in new ways.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/

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Persistent Identifier

https://archives.pdx.edu/ds/psu/44672

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