Parents of Prospective First-Generation College-Going High School Students: Perceptions of Accessing College
Previous research has found that parental influence is a critical component to whether or not a student enrolls in college, and that first-generation college students are underrepresented amongst those enrolled. These results suggest that parents who did not go to college lack the knowledge and resources to influence and assist their children to pursue higher education. Christopher W. Brown, EdD educational leadership ’20, addressed these concerns in his research project “Parents of Prospective First-Generation College-Going High School Students: Perceptions of Accessing College.”
Through this qualitative study, Brown set out to gain understanding of the perspectives and experiences parents of first-generation college students have while accessing information about higher education. While conducting semi-structured interviews, he gained insight about parents’ experiences in helping their children apply for college entry and financial aid, and whether or not they are aware of any organizations that help with such tasks.
“Parents are critical influencers of their children, so how can schools be better providers of actionable knowledge about accessing college to these parents?” asks Brown. “With this understanding, high schools can better partner with parents while working toward improving the rate that first-generation students attend college.”
Brown was inspired to conduct this study due to his involvement in the implementation of the Advancement Via Individual Determination (AVID) program. AVID focuses on college preparation by providing valuable learning strategies to potential first-generation students. During this time, Brown realized that he was a first-generation college student who had beat the odds of enrolling in college and completing a degree. Consequently, this realization fueled his interest in the topic and reflecting back on his own experiences inspired him to help other first-generation students.
“What stands out to me about Chris’s work is his interest in learning more about parent perspectives on barriers to college admissions for first-generation college students,” said Allison Reeves, PhD, chair of the Department of Educational Leadership. “While we know that parent support is a key factor in first-generation success, Chris’s study explored the areas where parents need more knowledge to help their child be successful in getting admitted to and completing college.”
By conducting this research study, Brown was able to extend existing literature surrounding the college enrollment disparity between first-generation students and non-first-generation students. He concluded that educational policymakers and practitioners must reexamine their efforts in remedying this disparity and how they perceive parents of first-generation students.
