"Student affairs professionals' perspectives as first-generation colleg" by Tiffany Hartman

Date of Award

2025

Degree Name

Leadership Studies

College

College of Education and Professional Development

Type of Degree

Ed.D.

Document Type

Dissertation

First Advisor

Dr. Timothy Melvin

Second Advisor

Dr. Ronald Childress

Third Advisor

Dr. Brenda Haas

Abstract

The qualitative study aimed to investigate the perceptions of student affairs professionals (SAPs) who identify as first-generation college students (FGCSs). SAPs are essential in supporting institutional missions, yet the field faces high attrition rates, particularly among earlycareer professionals. By examining these SAPs' perceptions regarding their professional experiences, along with the support received and influences on their career paths, we may better understand the barriers to workplace inclusion and career readiness. Although much research explores the factors driving attrition among SAPs, limited attention is paid to the SAPs whose identities as FGCS impact their professional experiences and influence their decisions to stay in or leave the field. This quantitative study investigated whether barriers to workplace retention, inclusion, and career advancement exist for First-Generation Student Affairs Professionals (FGSAPs) as they do for FGCSs.

Purposeful sampling was used for this study to allow data collection from a specific population of eight current and eight former SAPs who were also FGCSs. Participant recruitment occurred through social media groups consisting of current and previous SAPs. The study was guided by five research questions focusing on the challenges faced by FGSAPs, the institutional barriers they encounter, the role of compensation and mentorship in career decisions, the impact of job demands and resources, and strategies for improving retention. Using qualitative methods, the researcher interviewed 16 current and former SAPs who identified as FGCS, revealing several themes: the path to student affairs, professional development, mentorship, politics, compensation, and the ongoing awareness of their first-generation status. Participants described positive influences—such as mentorship during their college years—and challenges, including feelings of imposter syndrome, limited onboarding, and a lack of preparation for institutional xii politics. Despite these challenges, the resilience and determination of FGSAPs were evident in their narratives.

Key findings from the study underscore the significant role of compensation, professional development, and work-life balance in the career decisions of FGSAPs. While mentorship was found to be crucial for some, it was not consistently available, with participants who left the field often citing inadequate support. Participants also expressed frustration with the financial and emotional challenges of working in student affairs, including navigating limited resources and addressing the complex needs of students. Several participants described their personal experiences as FGCS as beneficial when supporting students with similar backgrounds. However, they also faced internal struggles, such as self-doubt and the pressure to prove their belonging. The study's findings emphasize the potential impact of mentorship on retention and the need for institutions to prioritize and enhance mentorship programs for FGSAPs.

Recommendations for higher education institutions include enhancing onboarding processes, fostering mentorship programs tailored to FGCS professionals, increasing transparency during recruitment, and providing wellness initiatives to support work-life balance. These recommendations, if implemented, have the potential to significantly improve the experiences and retention rates of FGSAPs in higher education. Future research should investigate the long-term impact of mentorship on retention, the emotional well-being of firstgeneration professionals (FGPs), and the specific contributions of FGCS identities to the field of student affairs. These findings emphasize the importance of recognizing and addressing FGSAPs' unique challenges to improve retention and foster a supportive professional environment in higher education.

Subject(s)

Student affairs services.

First-generation college students.

Dropouts -- Prevention.

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