Notice bibliographique
Résumé
The purpose of this Interpretative Phenomenological Analysis (IPA) study was to discover how community college students from first-generation immigrant backgrounds made sense of their experiences as the first in their family to go to college. The need for this study is highlighted by research that finds that almost one-quarter of college students come from immigrant backgrounds, and this number is projected to rise for some time into the future. While open access community college education offers first-generation students from immigrant backgrounds opportunities to earn degrees, first-year students are twice as likely as their peers to leave college before their sophomore year (Choy, 2001). The problem of practice examined was that college systems designed for traditional students do not consider first-generation students with immigrant backgrounds and their unique personal experiences, linguistic and cultural backgrounds, and values, which amounts to a lack of support that can contribute to isolation and high dropout rates for this population. The tenants of academic resilience theory and critical race theory were applied to gather insight into how students make sense of experiences in education and specifically navigating the community college system. This qualitative study with six students enrolled in two community colleges in Washington State revealed that students viewed adverse experiences as the foundation of personal strengths that they use to overcome obstacles as community college students. Students identified relationships with individuals at school, at home, and in the community as impacting their perceptions of their academic achievement. The study also revealed that perceptions about on-going academic achievement and value of a college degree were linked to having a clear sense of purpose and the opportunity to make a difference for others who share aspects of their history and background experiences. This study serves to move beyond a descriptive model that categorizes students to a prescriptive strength-based approach based on the particularities of individual linguistic and cultural background experience. The recommendations in this study could be used to provide educational leaders and policymakers with information to guide decisions about how community college educational systems support first-generation community college students in persisting in their post-secondary experience. Keywords: interpretative phenomenological analysis, first-generation community college students, academic resilience, community college students from immigrant backgrounds, student persistence, English as a Second Language, community college guided pathways
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,025 | 0,017 |
| Communication savante | 0,016 | 0,015 |
| Science ouverte | 0,002 | 0,026 |
| Intégrité de la recherche | 0,003 | 0,010 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,056 | 0,016 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».