THE LIVED EXPERIENCES OF FIRST-GENERATION FEMALE COLLEGE GRADUATES AS LEADERS IN EDUCATION

Abstract

This study used a quantitative lens to view qualitative data exploring the perspective of first-generation female graduates whose lived experiences affected their determination to pursue educational achievement. The sampling group included first-generation female TRIO graduates who are educational leaders. Data was collected through an electronic survey using Survey Monkey. The surveys contained multiple-choice questions that ascertained participants’ lived experiences. Four research questions center around the TRIO program and examine how graduate influence intersects with mentorship, financial assistance, and intervention support within the context of career pathways. The findings indicated that educational factors influenced the lived experience of first-generation female leaders working in education. Research noted that understanding the process of education is crucial to the success of first-generation female students; thus, it is necessary that scholars be aware of it. For decades, scholars have been exploring the circumstances leading to the success of first-generation students. Therefore, it is essential to comprehend how first-generation female college graduates manage their lived experience while leading in education. The persistence of first-generation female college graduates can be attributed to their personal grit, leadership skills, and resiliency. This research investigated the elements that contribute to the academic and post-college success of first-generation female TRIO students. Additionally, the study looked deeper into the lives of female students who grew up in a household where neither parent graduated from college and how that can or cannot pose an issue towards academia and their workforce success. This research centered on the mentorship and intervention experiences of first-generation female student leaders and Tinto's theory of student persistence. It underscored the importance of providing support mechanisms, such as mentorship and intervention programs, to facilitate the success of first-generation female students. This study revealed that grit, leadership skills, and resiliency helped determine one's status and that the TRIO program is crucial in shaping first-generation female graduates' leadership styles and perspectives in the education sector. This study's results may be utilized to enhance institutional advising practices and effectively assist first-generation female scholars in graduating and matriculating into the workforce.