Date of Award

Spring 3-18-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Carlos V Guzman

Second Advisor

Carol Anderson-Woo

Third Advisor

Veronika Rozhenkova

Abstract

Purpose: The purpose of this sequential mixed methods study was to describe how first- generation undergraduate college students perceive that deficit-oriented and strengths- based language has impacted them during their first year of study. A further purpose of this study was to identify how these students overcome the negative influences that are associated with deficit-oriented language.

Methodology: A sequential mixed methods research design was chosen to address the research questions for this study. Using a convenience sampling approach, the survey was disseminated to all first-year students in a specific program at a single university. Once the quantitative survey data were analyzed, a subset of these respondents was then chosen for virtual semistructured open-ended interviews. This sequential approach of mixed methods ensured an in-depth exploration, juxtaposing both quantitative findings and qualitative insights.

Findings: This study revealed nuanced perceptions of deficit-oriented language among first-generation college students, with a slight but not statistically significant correlation to feelings of academic questioning. Notably, strategies to counteract such language’s effects were diverse, ranging from seeking peer support to engaging in self-advocacy, highlighting the complexity of navigating educational environments.

Conclusions: Findings in this study underscore the importance of language in educational settings, and deficit-oriented language has a discernible though varied, impact on first-generation students’ academic self-concept. The resilience and strategic responses of these students indicate potential areas for support and intervention by educators and institutions.

Recommendations: This study advocates for the development of balanced feedback strategies, comprehensive educator training on the nuances of language, and the incorporation of findings into educator-preparation programs. Further research is encouraged to expand on these findings, particularly through longitudinal and comparative studies among different educational contexts.

Download

Share

COinS