Date Available
4-25-2017
Degree Name
Doctor of Education (EdD)
Year of Publication
2017
Document Type
Doctoral Dissertation
College
Education
Department/School/Program
Educational Policy Studies and Eval
First Advisor
Dr. Kelly D. Bradley
Abstract
The purpose of this study is to demonstrate the use of social network analysis to examine the peer involvement and supportive relationships of students living within an exclusively first-generation RLC. Using network surveys targeted toward a first-generation population, the networks of first-year residents were visualized and measured. The supportive peer relationships that provided students with encouragement, validation, and academic assistance were identified, as well as the networks for friendship and study partnership. The networks identified for this study were examined to find if change occurred between the start and the end of the semester. Multiple regression QAPs were performed to explore if the RLC’s social programming displayed an association with the network ties students formed at the end of their first semester. The results of these analyses are presented, in addition to recommendations for future research studies and evaluations. This study indicates that first-generation RLCs can gain a great deal of information about their students’ social involvement using social network analysis techniques, as well as investigate if students are acquiring support from peers as intended.
Digital Object Identifier (DOI)
https://doi.org/10.13023/ETD.2017.096
Recommended Citation
Setari, Ryan R., "SUPPORT NETWORKS OF “EDUCATIONAL PIONEERS”: A METHODOLOGICAL APPROACH FOR EXAMINING THE IMPACT OF A RESIDENTIAL LEARNING COMMUNITY ON FIRST-GENERATION STUDENTS" (2017). Theses and Dissertations--Educational Policy Studies and Evaluation. 49.
https://uknowledge.uky.edu/epe_etds/49
