The success of traditional and nontraditional first-generation college students in a trio student support services program : application of the theory of margin

First-generation and nontraditional students represent significant segments of the undergraduate population in the United States, but graduation rates for both groups lag despite extensive outreach efforts. This study utilized a mixed-methods design to examine the influence traditional and nontraditional status on the first-generation student experience. The study applied McClusky’s (1963, 1971) margin in life theory to firstgeneration students in a TRIO Student Support Services program. The purpose of the study was to determine differences between first-generation student’s margin in life scores based on traditional or nontraditional status, gender, age, employment, relationship status, and TRIO participation level; and to identify common load and power variables of first-generation students and how the TRIO program contributed to their power. Quantitative results indicated limited differences in margin in life scores, with the exception of higher parenting power scores among nontraditional versus traditional students, and higher health power scores among students who were somewhat active in the TRIO program than students who were slightly active in the TRIO program. THE SUCCESS OF TRADITIONAL AND NONTRADITIONAL 88 Qualitative results revealed family as both a load and power variable for first-generation students and that TRIO SSS program is relevant to both traditional and nontraditional first-generation students even when power and load variables differ. THE SUCCESS OF TRADITIONAL AND NONTRADITIONAL 89 EXECUTIVE SUMMARY THE SUCCESS OF TRADITIONAL AND NONTRADITIONAL 90 Traditional and Nontraditional Students in TRIO Student Support Services: Application of the Theory of Margin Executive Summary Introduction First-generation and nontraditional students represent significant segments of the undergraduate population in the United States, but graduation rates for both groups lag despite extensive outreach efforts. This study utilized a mixed-methods design to examine the influence of both characteristics on student experience. The study applied McClusky’s (1963, 1971) margin in life theory to first-generation students in a TRIO Student Support Services program. The purpose of the study was to determine differences between first-generation student’s margin in life scores based on traditional or nontraditional status, gender, age, employment, relationship status, and TRIO participation level; and to identify common load and power variables of first-generation students and how the TRIO program contributed to their power. Scholarly Context This study took place within a threefold context – considering first-generation college students, nontraditional students, and TRIO Student Support Services. Because of the common intersection of first-generation and nontraditional student status, this study approached both factors together rather than in isolation to examine the influence of traditional or nontraditional status on first-generation students. Furthermore, because first-generation students are more likely than their continuing-generation peers to be nontraditional (Giancola, Munz, & Trares, 2008), TRIO SSS programs serve a significant number of nontraditional students and therefore, offered a relevant context in which to study both traditional and nontraditional first-generation students. The study utilized Howard McClusky’s theory of margin. McClusky (1963) posited that margin in life occurs when an individual has a surplus of power above load; with power defined as “the resources, abilities, possessions, allies, etc. which a person can command” (McClusky, 1971, p. 7) and load defined as “the self and social demands on a person in order for him to maintain a minimal level of autonomy” (McClusky, 1971, p. 7). According to the theory of margin, individuals who have margin in life are able to invest their excess power in growth and development activities, including learning experiences (Main, 1979; McClusky, 1971). Study Purpose & Design The purpose of the study was to determine differences between first-generation student’s margin in life scores based on traditional or nontraditional status, gender, age, THE SUCCESS OF TRADITIONAL AND NONTRADITIONAL 91 employment, relationship status, and TRIO participation level; and to identify common load and power variables of first-generation students and how the TRIO program contributed to their power. Methodology: mixed-methods study utilizing a convergent parallel design Setting: a public, four-year, moderately selective, liberal arts university in the Midwest with a student population of approximately 5,600 students Participants: a cross-section of first-generation undergraduate students from MRSU’s TRIO Student Support Services program Data collection tools: Stevenson’s MILS Scale and a demographic questionnaire yielded the quantitative data; interview questions designed by investigator provided the qualitative data Data analysis: Independent samples t-test and one-way ANOVA tests; open and focused coding to analyze qualitative data and identify relevant themes Research Questions 1. Do traditional first-generation and nontraditional first-generation college students differ in margin in life scores and subscale scores? 2. Do first-generation college students differ in margin in life scores and subscale scores based on demographic variables? 3. What are the common load and power characteristics experienced by traditional firstgeneration college students? 4. What are the common load and power characteristics experienced by nontraditional first-generation college students? 5. How does participation in a TRIO Student Support Services program influence the power variables for traditional first-generation and nontraditional first-generation college students? Findings Quantitative Findings:  There was no significant difference in the composite Margin in Life scores for traditional first-generation college students and nontraditional first-generation college students  There was a difference among the groups in the parenting subscale, with nontraditional students having higher parenting scores than traditional students, indicating that nontraditional students derived more power from their role as parents than traditional students THE SUCCESS OF TRADITIONAL AND NONTRADITIONAL 92  Mean health subscale scores for the somewhat active participants were significantly different than the mean health subscale scores for the slightly active participants Qualitative Findings:  Traditional first-generation students reported family as a load and a power variable, and school-life balance as a load variable  Nontraditional first-generation students reported family as a load and a power variable; financial burden as a load variable; and grit as a power variable  Participation in TRIO SSS increased the power of traditional and nontraditional students by the provision of tutoring and priority enrollment and through support from the SSS program staff Implications for Practice  A standardized approach to TRIO SSS services is likely effective  Programmatic elements can address specific areas of differences for students identified in the study – parenting subscale scores for traditional and nontraditional students and health subscale scores based on level of participation  Practitioners should work to mitigate the negative effects of family on students while capitalizing on the positive effects of family on students  Practitioners should focus on the development of the relationship between themselves and students through maximized interaction and appropriate skills and training Limitations  Study took place on only one college campus; therefore, study results may not be representative of the larger population of first-generation students in the U.S.  Small sample size in quantitative portion of the study  Limited scope of the study due to inclusion of only current participants in a TRIO SSS program. Including both TRIO SSS participants and first-generation students not participating in TRIO SSS would have allowed researchers to evaluate more adequately the effects of TRIO SSS on margin in life of traditional and nontraditional first-generation students. THE SUCCESS OF TRADITIONAL AND NONTRADITIONAL 93 CONFERENCE PRESENTATION THE SUCCESS OF TRADITIONAL AND NONTRADITIONAL