Description
This study addresses the problem of low-income, first-generation college students who are academically successful, but choose to leave college before finishing due to financial constraints. This study investigates their lived experiences as well as the effects of a peer mentorship program where incoming, first-year, low-income, first-generation college students are paired with a trained peer mentor from a similar background. Together the pair jointly explore available financial resources and troubleshoot barriers to access. This study draws on four primary theories: Social Cognitive Theory, Intersectionality, Community Cultural Wealth, and Critical Pedagogy. This mixed methods action research study uses multiple types of data: individual interviews, focus group, photo elicitation, demographic questionnaires, and pre- and post-intervention questionnaires. Findings indicate increases in self-efficacy for and knowledge about accessing financial resources after participating in the program.
Details
Title
- Peers Showing the Way: Fostering Financial Knowledge and Creating Financial Access for Low-Income, First-Generation College Students
Contributors
- Bevins, Jennifer (Author)
- Chen, Ying-Chih (Thesis advisor)
- Carrillo, Juan (Committee member)
- Morgan, Chad (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2022
Subjects
Resource Type
Collections this item is in
Note
- Partial requirement for: Ed.D., Arizona State University, 2022
- Field of study: Educational Leadership and Policy Studies