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Trauma, Resilience, and Social Support of First-Generation College Students

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Title:Trauma, Resilience, and Social Support of First-Generation College Students
Authors:Avitia, Alicia
Contributors:Kim, Sunyoung (advisor)
Counseling Psychology (department)
Keywords:Counseling psychology
First-Generation College Students
Resilience
Social Support
Trauma
Date Issued:Dec 2020
Publisher:University of Hawaii at Hilo
Abstract:First-generation college students (hereafter, FGS) experience unique factors that put them at-risk for non-degree completion. The aim of the study was to examine institutional/personal social support factors, trauma related events, and resilience levels of FGS and non-first-generation college students (hereafter, non-FGS). The researcher administered a paper and pencil, self-report survey to multiple undergraduate psychology related classrooms.The findings of this study indicated that more FGS participated in the study compared to non-FGS. Family and Friends were chosen by FGS and non-FGS as being the most important personal social support factors. FGS reported receiving Financial Aid as the most important institutional social support factor while non-FGS chose Professors. The FGS and non-FGS did not show significant differences in experiencing traumatic life events and level of resilience. A strong perception of social support was associated with the perceived likelihood of staying in college. There was a significant positive correlation between resilience and perceived social support. Regardless of first-generation status, gender, trauma experience, and resilience level, a stronger perception of social support predicted a higher perceived likelihood of staying in college.
Future considerations could consider gathering qualitative reports from these students via in-person, focus groups, increasing the number in the sample size, and establishing a more efficient system to collect data from a wide range of FGS including the Federal TRIO Student Support Services program participants.
Pages/Duration:79 pages
URI:http://hdl.handle.net/10790/5520
Rights:All UHH dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections: Counseling Psychology


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