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"Who do you think you are?": A multi...

Burns, April.

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"Who do you think you are?": A multidimensional analysis of the impact of disparities in higher educational attainment within families of first-generation college graduates.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	"Who do you think you are?": A multidimensional analysis of the impact of disparities in higher educational attainment within families of first-generation college graduates./
作者:	Burns, April.
面頁冊數:	293 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-06(E), Section: B.
Contained By:	Dissertation Abstracts International74-06B(E).
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3553017
ISBN:	9781267922076

"Who do you think you are?": A multidimensional analysis of the impact of disparities in higher educational attainment within families of first-generation college graduates.
Burns, April.

"Who do you think you are?": A multidimensional analysis of the impact of disparities in higher educational attainment within families of first-generation college graduates. - 293 p.

Source: Dissertation Abstracts International, Volume: 74-06(E), Section: B.

Thesis (Ph.D.)--City University of New York, 2013.

This project explores the impact of disparate educational attainment between first-generation college graduates and their family members. This is a conscious shifting of the unit of analysis, from the changing social position and power of an individual student/graduate, to the relational capacity, tensions, and strategies of the family unit that is inclusive of the graduate. This shift in the unit of analysis, from the individual to the family, interrogates the function of higher education by broadening the range of outcomes associated with post-secondary education and credentialing beyond the economic advancement of the graduate. There are currently very few studies of this population that investigate post-degree attitudes and experiences and none of which ask questions about family relationships. Few if any studies have addressed how educational disparities within the family are perceived by other family members, particularly parents and siblings. This work investigates the nature of this affect/effect, primarily from the perspective of the graduate, but also reaching toward a greater understanding of the perspective of family members as well.

ISBN: 9781267922076Subjects--Topical Terms:

626654
Education, Sociology of.

"Who do you think you are?": A multidimensional analysis of the impact of disparities in higher educational attainment within families of first-generation college graduates.
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245 1 0 $a "Who do you think you are?": A multidimensional analysis of the impact of disparities in higher educational attainment within families of first-generation college graduates.
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500 $a Source: Dissertation Abstracts International, Volume: 74-06(E), Section: B.
500 $a Adviser: Michelle M. Fine.
502 $a Thesis (Ph.D.)--City University of New York, 2013.
520 $a This project explores the impact of disparate educational attainment between first-generation college graduates and their family members. This is a conscious shifting of the unit of analysis, from the changing social position and power of an individual student/graduate, to the relational capacity, tensions, and strategies of the family unit that is inclusive of the graduate. This shift in the unit of analysis, from the individual to the family, interrogates the function of higher education by broadening the range of outcomes associated with post-secondary education and credentialing beyond the economic advancement of the graduate. There are currently very few studies of this population that investigate post-degree attitudes and experiences and none of which ask questions about family relationships. Few if any studies have addressed how educational disparities within the family are perceived by other family members, particularly parents and siblings. This work investigates the nature of this affect/effect, primarily from the perspective of the graduate, but also reaching toward a greater understanding of the perspective of family members as well.
520 $a Three broad areas of inquiry guide this exploratory first investigation of family narratives surrounding the higher educational attainment of first-generation college graduates: In what ways are educational values and justice beliefs (e.g., support of meritocracy), affected by the higher educational successes of one (or some) member(s) of the family? 2) How are family relations and power dynamics impacted by disparate levels of educational attainment within the family? and 3) What are the ideological dilemmas (Billig et al., 1988) of first-generation college graduates and family members, and how are these dilemmas negotiated? A mixed-method design was employed, consisting of a narrative analysis of interviews with first-generation college graduates' (N=13) and family members' (N=5) and an anonymous web-based survey (N=340) broadly assessing first-generation college graduate attitudes about their college experiences, post-college family relationships, current educational values and ideological dilemmas related to educational differences within the family of origin. A principal components analysis of survey items, and bivariate analyses were conducted to test relationships between factors and independent variables; a grounded theory approach was taken in the analysis of open-ended survey items.
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