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dc.contributor.authorRudd, Heather Reneeen_US
dc.date.accessioned2014-03-14T20:34:10Z
dc.date.available2014-03-14T20:34:10Z
dc.date.issued2006-04-19en_US
dc.identifier.otheretd-04242006-103752en_US
dc.identifier.urihttp://hdl.handle.net/10919/31872
dc.description.abstractThis study explored the activities in which first-generation students engage that might promote academic and social integration. Additionally, differences in activities by race were examined. Participants included fifteen Caucasian and fifteen Multicultural first-generation, first-year students. Respondents maintained logs of their daily academic and social activities for a two-week period during their first semester on campus. The logs yielded both quantitative and qualitative data. The results revealed several interesting findings. First, first-generation students engaged in a number of academic behaviors that often contribute to academic integration and success. Although they were not always confident in their abilities as a student, first-generation participants attended most of their classes, completed assignments, participated in class discussions, and visited their professors to seek assistance. Second, although informants seemed to devote more time to academic pursuits, they did take time to enjoy conversations and activities with peers and attend meetings and events on campus. Third, Caucasian and Multicultural first-generation students were nearly equally involved in academic pursuits. However, Caucasian students focused on developing personal relationships with those who support their success, while Multicultural students focused more on results and achievement. Fourth, both Caucasian and Multicultural students found ways to be involved socially on campus, but Caucasian students were more comfortable describing their time spent out of the classroom. In general, the students in this study were not as much at risk as results from prior research on first generation students has suggested they might be. In their first semester, they found ways to participate successfully in the academic and social environments of college.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartRudd_BackMatter.pdfen_US
dc.relation.haspartRudd_FrontMatter.pdfen_US
dc.relation.haspartRudd_BodyMatter.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectSocial Integrationen_US
dc.subjectFirst-generation studentsen_US
dc.subjectAcademic Integrationen_US
dc.titleHow First-Generation Students Spend Their Time: Clues to Academic and Social Integrationen_US
dc.typeThesisen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreeMaster of Artsen_US
thesis.degree.nameMaster of Artsen_US
thesis.degree.levelmastersen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairHirt, Joan B.en_US
dc.contributor.committeememberRidgwell, Diana M.en_US
dc.contributor.committeememberSanders, Karen Eleyen_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04242006-103752/en_US
dc.date.sdate2006-04-24en_US
dc.date.rdate2006-05-24
dc.date.adate2006-05-24en_US


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