Background: Numerous studies acknowledged the potential struggles that first generation (FG) and low-income students (LI) face as they attempt to navigate the college degree pipeline. One struggle these students may face is an aversion to engaging authority figures. Unlike their peers, both FG and LI students can come from families with little to no college literacy, and this lack of support, coupled with not seeking out assistance from authority figures on campus, could lead to potential problems. This lack of engagement with authority figures may be related to childhood socialization such as Cultivation of Intellectual Independence (CII). Individuals with high CII have been taught to think and act independently. The purpose of this study is to explore whether either FG or LI's CII assist them in engaging authority figures. Method: This study took data from Wave 1 and 2 of the 2005 National Longitudinal Study of Freshman. NLS sample of 3,924 students was used to measure FG and LI students during their first year of college. In order to accomplish this goal, an OLS regression analysis was run to regress each of the five wave 2 (spring of their first year) engagement questions on the variables: FG, LI, CII scale, Race, Sex, U.S. Born, HS teachers interest, Living on campus, working for pay, and trouble with family. Results: While CII was a significant factor in the engagement of authority figures, as predicted, FG and LI status did not match our predictions. LI students in this analysis were more likely to engage authority figures, instead of less likely, as was predicted, and FG status was not a significant predictor. Conclusion: This study aims to further our understanding of both FG and LI students' engagement of authority figures.
Master of Arts (M.A.)
College of Sciences
Length of Campus-only Access
Masters Thesis (Open Access)
Condon, Josalie, "Low Income And First Generation Students' Engagement Of Authority Figures" (2018). Electronic Theses and Dissertations. 5944.