Abstract

Researchers qualitatively examined the experiences of first-generation adult women in a 4-year university, and found that participants (a) experienced enhanced academic self-efficacy through positive instructor feedback, (b) resolved the “dilemma of choice” regarding role expectations, and (c) developed a sense of responsibility for the academic status of the next generation.

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May 28th, 9:41 AM

What I Do Matters, Too: Transformation and Success of First-Generation Adult Women in Undergraduate Education

Researchers qualitatively examined the experiences of first-generation adult women in a 4-year university, and found that participants (a) experienced enhanced academic self-efficacy through positive instructor feedback, (b) resolved the “dilemma of choice” regarding role expectations, and (c) developed a sense of responsibility for the academic status of the next generation.