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Author ORCID Identifier
https://orcid.org/0009-0001-0174-3936
Date Available
4-27-2026
Year of Publication
2026
Document Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
College
Education
Department/School/Program
Educational Leadership Studies
Faculty
Amanda Potterton
Faculty
Beth Rous
Abstract
First-generation college students have historically been considered marginalized in institutions of higher education, with diminished success rates and disproportionately higher incidents of imposter syndrome. This Mixed Methods Action Research study assessed the extent to which faculty and staff are able to recognize and implement research-based best practices to improve the support system surrounding this student demographic. In particular, it assessed current levels of preparation to support first-generation students and sought to identify and implement an appropriate professional development program as part of the study's intervention. The efficacy of the intervention was then assessed, with the result delineated in this dissertation. Findings indicate positive developments related to faculty and staff's knowledge of support practices and intention to employ them in their work with first-generation students.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2026.135
Archival?
Archival
Recommended Citation
Phillips, Kyle G., "Responding to the Needs of First-Generation Students: An Action Research Study of Professional Development Opportunities for Faculty and Staff" (2026). Theses and Dissertations--Educational Leadership Studies. 75.
https://uknowledge.uky.edu/edl_etds/75
