Research Concepts Matrix
Research Concepts Matrix
Please note that the first row of data is meant as an example. Please read the example article (Garriott, Hudyma, Keene, & Santiago, 2015) as a guide for how to dissect each article assigned.
Reference Purpose of the study Statement of the Problem Limitations/Implications Ethical Conduct in the Study Future Research Possibilities (e.g., How could a researcher extend the research detailed in the study?)
Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253-263. doi: https://doi.org/10.1037/cou0000066 The purpose of the study was to extend the literature on the utility of Lent’s (2004) normative model of well-being in predicting the academic and life satisfaction of college students and to test the full model replicate past findings with previous samples. Many first-generation college students experience higher education differently than their non-first-generation peers They may have different qualities than fellow students who aren’t first generation including being enrolled in college part-time, lower-income, less active in extracurricular activities, and less academically prepared. The sample was not very diverse—it was predominantly white students, which didn’t represent the typical first-generation students limiting generalizability and females were over-represented. Because of the study sites being oriented toward first-generation students, the participants may have reported more support than if there were in other university settings. Researchers gained IRB approval, site permission from university administration and offered an incentive of entry into a raffle to win one of 10 $25 gift cards. Participants could choose not to answer questions about gender. Future studies could examine actual support rather than just perceived support. A longitudinal study could see long term effects of support. Research on actual interventions might be useful as well.
Adams, T. L., & McBrayer, J. S. (2020). “The lived experiences of first-generation college students of color integrating into the institutional culture of a predominantly white institution.”
http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Flived-experiences-first-generation-college%2Fdocview%2F2394539724%2Fse-2%3Faccountid%3D27965The purpose of study was to gain an understanding of firstgeneration college students of color as they integrate into the institutional culture of a PWI Students report feelings of straddling between the home culture in which they grew up and are familiar and the culture of their college campus. The two cultures do not align, causing some firstgeneration college students to experience a cultural mismatch between the norms of colleges and universities and the norms of their home culture.
However, limited research focuses on the role integration into the institutional culture plays in the college experience and persistence of first-generation college students, specifically students of color on predominantly White college campuses. Additionally, limited research discusses the intersectionality of being both a student of color and being a first-generation college student regarding the student experience integrating into the The first limitation was the use of student volunteers to participate in the study as this may have resulted in first-generation college students who were more motivated and engaged and not characteristic of the typical first-generation student.
A second limitation of the study was that the researchers chose only to interview first-generation students of color. Therefore, the story of students in the majority racial group was not explored or conveyed.
Thirdly, the study was limited to only one site, and the researchers selected that site due to accessibility. Therefore, the findings from this research study may not be generalizable to other institutions.
Lastly, a vital responsibility of the researchers is to consider ethical considerations and the researchers were aware of potential ethical issues and attempted to avoid them during all stages of this research. Permission to conduct the research was obtained from both the research and the teaching institutions’ Institutional Review Board (IRB) and a letter of cooperation was obtained from the research university administration.
Each participant was asked to sign an informed consent form acknowledging their willingness to participate in the study, options for opting out if needed, assurance of confidentiality, and permission for the researchers to audio-record their conversations.
To protect the confidentiality and anonymity of research participants, pseudonyms were selected by the participants. (1) Future research should extend this research by including first-generation college students of color from various PWIs that vary in size and geographical locations;
(2) Future research should examine the intersectionality of first-generation status with race and ethnicity and socioeconomic status;
(3) A future study should conduct a follow-up longitudinal study to follow a select group of first-generation college students’ experiences from completing the college application, to enrollment, through matriculation at their institution;
(4) Future researchers should consider telling the stories of those first-generation college students of color who have prematurely departed prior to degree completion.
Deng X. &, Yang Z. (2021). “Digital proficiency and psychological well-being in online learning: Experiences of first-generation college students and their peers.”
http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fdigital-proficiency-psychological-well-being%2Fdocview%2F2544936308%2Fse-2%3Faccountid%3D27965This study examines the relationship between digital proficiency and psychological well-being and compares the experiences of FGS and those of their peers, CGS. First-generation college students mostly come from African American and Hispanic/Latino communities. Thus, on top of the economic, cultural, and social barriers that they had already encountered prior to COVID-19, FGS found themselves subject to new risks as their college education was disrupted by the unprecedented pandemic. Understanding the role of information technology proficiency on the psychological well-being of FGS is helpful for educational institutions to better support FGS not only academically but also mentally during the crisis. First, the findings of this study are potentially limited by the location of the research site and by the sample size.
Second, as our data is cross-sectional, future research with a more rigorous design should further examine the causality between digital proficiency and psychological well-being by using longitudinal data.
Finally, how non-traditional, adult students employ their agency and determination to persist in their online learning is worth further investigation The survey invitation was sent to student participants during the first week after campus alternative instruction started. Six professors from four departments of the Business College voluntarily distributed the survey invitation and link to their students through class announcements, followed by one reminder email. Future studies in a remote work context will offer further insights into empowering individuals from diverse economic and ethnic backgrounds in times of crisis.
Duran et al. (2020). “A critical quantitative analysis of students’ sense of belonging: Perspectives on race, generation status, and collegiate environments.”
http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fcritical-quantitative-analysis-students-sense%2Fdocview%2F2396274639%2Fse-2%3Faccountid%3D27965 The purpose of the study is to examine how college environment tends to affect the students’ belongingness. Researchers have highlighted how collegians from marginalized backgrounds experience belongingness differently. Notable studies have revealed the variations in belongingness that exist across racial groups (Hausmann et al., 2007; Hurtado & Carter, 1997; Johnson et al., 2007; Museus & Maramba, 2011) and college generation statuses (first-generation versus continuinggeneration; Soria & Stebleton, 2012; Stebleton, Soria, & Huesman, 2014). Specifically, this research underscores how colleges fail to create environments that honor some students’ cultural backgrounds, which impacts their belonging in the process. First, although the sample consists of multiple institutions in several geographic locations, it is not nationally representative
The data used in this analysis is cross-sectional, which limits the ability to make claims about student growth and change
Finally, another limitation concerns the Native American students because of small subsample sizes, the study aggregated these collegians with those who identified with “another race,” affecting the ability to create targeted interventions for Native American, but we did not want to exclude these students entirely in our analyses Data for the study were drawn from the Assessment of Collegiate Residential Environments and Outcomes, a survey designed to assess the relationship between on-campus experiences and student outcomes. Participating colleges were invited to participate in the study on a voluntary basis. An important consideration for practice as well as further research is the negative relationship between discussing sociocultural issues with peers and students’ sense of belonging
Ellis et al. (2019). “Examining first-generation college student lived experiences with microaggressions and microaffirmations at a predominately white public research university.”
http://library.capella.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2018-28120-001&site=ehost-live&scope=siteThe purpose of the phenomenological study is to describe how microaggressions shape the lived undergraduate experience of FGCS at a predominately White public research university.
The second study purpose is to introduce a concept and theoretical framework for microaffirmations to understand how communications and exchanges may empower and support the identities and experiences of undergraduate students who identify as an FGCS. The effects of microaggressions on racial-ethnic minority college students’ psychological and academic outcomes are well understood However, microaggressions experienced by individuals whose identity is informed by their socioeconomic background, such as first-generation college students (FGCS), has been not explored in the research literature. Without a family history of postsecondary education, FGCS face unique challenges in their college transition, retention, and graduation compared with their non-FGCS counterparts. These difficulties include academic preparation, knowledge about college life, lower financial support, and balancing academic and family responsibilities and expectations. The study assessed FGCS microaggression experiences at a single PWI; thus, limiting our ability to understand these experiences at other PWIs.
Another area for improvement is triangulating different sources of information such as interviews, focus groups, observations, and other PWIs to describe FGCS microaggression and microaffirmation experiences on campus
Finally, the coding approach imposed first-generation status was a central aspect of the identities of study participants and their microaggression and microaffirmation experiences at a PWI. Students were recruited by e-mail and consented to participate in the study online. Of the 3,453 FGCS recruited, 524 students provided study consent and completed survey items asking them about their encounters with microaggressions and microaffirmations as an undergraduate FGCS. Future studies should incorporate peer debriefing procedures, or the process of identifying a person who reviews and ask questions about the study to assess whether FGCS accounts of microaggressions and microaffirmations resonate with persons who serve this student population at other colleges and universities.
Future research should investigate how students consider and perceive different aspects of their identity and its salience with the type of microaggression they experience in college
