Definition of 11 Significance of the Study 13 TWO: LITERATURE REVIEW 14 Underrepresented College Students 14 First-Generation College Students (FGCS) 14 Ethnic Minority Students 16 Low-Income Students 18 College and Career Readiness 19 Developmental Education 20 Self-Efficacy and Resiliency 23 Coaching 25 Coaching Models 27 Goal, Reality, Opportunity, Willpower Model 27 Coaching and Self-Efficacy 29 Other Potential Remedies for Barriers to College Entry and Persistence 34 Concluding Remarks 36 THREE: METHODOLOGY 37 Qualitative Research Design 38 Social Constructivist Perspective 39 Phenomenological Qualitative Research Approach 39 Positive Psychology Theoretical Framework 40 Assumptions 42 Role of the Researcher 42 CHAPTER
Motivations for Attending College 71 Motivation from a Family Member 72 Desire for a Better Life 74 Tuition/Financial Aid Incentives 77 Challenges Faced by Underrepresented Students 80 Lack of Financial Resources and Awareness of Financial Aid 81 Trying to Balance Their School, Work, and Personal Lives 83 Contributing Factors for Overcoming Challenges and their Success 86 Creating Relationships with Career Coach 87 Personal Attributes: Self-Efficacy, Self-Confidence, and Determination as Indicators of 89 Family and Other Influential People 91 Early College and Career Planning 94 Career Coach Support While Navigating the College Transition 96 Career Coaching Support While in 97 Helped to Select a Major and Get on the Right Path 98 Concluding Remarks 102 CHAPTER SIX: SUMMARY, DISCUSSION, RECOMMENDATIONS, AND REFLECTIONS 103 Summary of the Study 103 Discussion of the Findings 105 Motivations 105 Challenges 107
completing financial aid forms can be a daunting task, personally it has been rewarding to work with families through the process—from beginning to end. When a family discovers college is possible, it can be joyful. Benny, for example, disclosed: “I didn’t quite know how to read the financial aid forms.” He went on to describe what he thought when receiving his Expected Family Contribution (EFC) of zero by stating: “At first I thought it meant I wasn’t getting anything.” Also, David recalled the convenience of having knowledgeable professionals on his high school campus. He stated: “If I had any questions regarding deadlines or scholarships—financial aid questions, they were there to go and talk to instead of me having to come all the way over to [the college.].” Lack of financial aid knowledge in particular seemed to impact the participants early on in terms of not thinking they could go on to college due to their parents’ lower SES and lack of ability to support them financially. However, when students learned about financial aid, it made a huge difference for many of them—and more often than not it was the career coach that told them about opportunities for aid and special programs to meet their needs. Heidi’s situation was similar to many other participants who relied on a career coach for information and assistance about applying for financial aid. Heidi described her feelings as being “scared going into it. I just didn’t know where to start. . . . She helped me so much—it’s been a blessing.” Trying to Balance Their School, Work, and Personal Lives Seven participants in this study were employed part time while attending college on a full-time basis. Some participants spoke of their family’s financial hardships which required them to take on a job themselves. Having to balance school, work, and social activities was a challenge for nearly all of the students.
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