Date of Award

2026

Document Type

Thesis

Degree Name

Doctor of Education (Ed.D.)

Department

Leadership and Innovation

First Advisor

Dr. Martin Martinez, Ed.D.

Second Advisor

Dr. Dana Howard, Ed.D.

First Committee Member

Dr. Allison Rowland, Ed.L.D.

Abstract

First-generation college students, those with neither parent having earned a bachelor’s degree, represent approximately one-third of all students attending college in the United States. Many enter college not fully prepared for success and, despite decades of research and the development of a variety of student support interventions, substantial and lasting improvements in their institutional retention and graduation rates on a national level have been elusive. This persistent issue creates a variety of negative consequences for the students, the institutions they attend, and society. The purpose of this action research study was to develop recommendations for improving the practice of supporting and retaining first-year, first-generation students at a private Northern California university (referred to by the pseudonym, “Central Valley University” (CVU)). These recommendations were developed by 1) utilizing theoretical perspectives on student integration, transition, and validation, to gain a deeper understanding of CVU and its first-generation students, and 2) creating a student-centered prototype HIPs participation plan campaign to encourage more first-year, first-generation students to participate in CVU’s high-impact practices (HIPs), and other similar practices.   Findings collected through focus groups and a survey revealed first-generation identity, family influences, and perceptions of institutional culture shaped students’ sense of belonging and their approaches to navigating the college environment. Participants described experiencing initial uncertainty about institutional processes, comparisons with continuing-generation peers, and structural barriers to participation, alongside strong motivation grounded in personal aspirations. Access to supportive spaces, validating relationships with faculty and staff, and clear, coordinated communication about opportunities emerged as critical factors influencing engagement. The study also identified fragmentation in institutional messaging related to HIPs and highlighted the importance of proactive outreach beginning prior to enrollment and continuing throughout the critical first year of enrollment. The study’s findings led to the co-creation of a prototype HIPs participation plan campaign with CVU first-gen study participants and recommendations for how it might be implemented to bolster support for first-year, first-gen retention and recruitment. These recommendations emphasized early and coordinated communication, intentional relationship-building, reduction of structural barriers, and integration of experiential learning pathways into existing student success initiatives. Although retention outcomes could not be measured, the findings suggest increasing early participation in HIPs may help foster conditions associated with student persistence, including higher academic achievement and institutional connection. This study contributes to the literature by illustrating how participatory, student-centered design processes can inform institutional strategies aimed at improving the experiences of first-generation students and strengthening retention-supportive environments. The findings offer actionable insights for institutions seeking to align student success initiatives with the lived experiences of first-generation students and to leverage HIPs as a coordinated strategy for advancing equity and student success.

Pages

206

Download

Share

COinS