Degree Date

6-2025

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Dr. Elizabeth Minor

Abstract

This dissertation examines how K–12 educators can better support first-generation college students by identifying the characteristics that promote success and developing early interventions using Wagner et al.’s (2006) 4 C’s model: Competencies, Conditions, Culture, and Context. Guided by Michael Quinn Patton’s Utilization-Focused Evaluation (UFE), it closely investigates how factors such as family background, academic preparation, finances, and social support shape first-generation students’ capacity to persist and excel in college. The research draws on interviews with first-generation doctoral students, offering a detailed, first-hand account of their educational journeys from early schooling through advanced degrees. Notably, the findings highlight the importance of strengthening core academic skills that include reading comprehension, math proficiency, and executive functioning at the earliest stages, creating school environments that truly foster high-impact learning, cultivating a culture characterized by resilience and self-advocacy, and aligning the broader learning context with first-generation students’ lived experiences. This dissertation proposes targeted strategies across elementary, middle, and high school settings, including mentorship programs, financial literacy initiatives, and project-based learning opportunities that help clarify pathways to higher education. The policy recommendations address systemic funding gaps and underscore the importance of strong local community partnerships, ensuring that all students, particularly first-generation college students, receive the support needed to become college-ready. By integrating the 4 C’s framework and aligning this framework with current research on first-generation student development, the dissertation offers practical, evidence-based guidance for K–12 schools aiming to enhance college preparedness, close achievement gaps, and support each student’s long-term academic success.

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