CHASING A PASSION: THE EARLY-CAREER LIVED EXPERIENCE OF FIRST-GENERATION ...

243 Pages·2010·1.18 MB·English

The Pennsylvania State University

The Graduate School

Department of Learning and Performance Systems
CHASING A PASSION: THE EARLY-CAREER LIVED EXPERIENCE
OF FIRST-GENERATION COLLEGE GRADUATES
A Dissertation in

Adult Education

by

Joann S. Olson
 2010 Joann S. Olson
Submitted in Partial Fulfillment
of the Requirements
for the Degree of
Doctor of Philosophy

August 2010
The dissertation of Joann S. Olson was reviewed and approved* by the following:

Fred M. Schied
Associate Professor of Education
Dissertation Advisor
Chair of Committee
Co-Professor-In-Charge, Adult Education

Gary W. Kuhne
Associate Professor of Education
Co-Professor-In-Charge, Adult Education

Melody M. Thompson
Assistant Professor of Education

Spencer G. Niles
Professor of Counselor Education, Counseling Psychology,
and Rehabilitation Services

*Signatures are on file in the Graduate School
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ABSTRACT

First-generation college students (students whose parents have not earned at least a
bachelor‘s degree) graduate at significantly lower rates than their peers, even when controlling for
background characteristics such as race, socioeconomic status, pre-college academic preparation,
and so on. Although the challenges and experiences of first-generation college students have been
well documented, little has been written, in either higher education or adult education literature,
about the work-related experiences of first-generation college graduates. This qualitative,
phenomenological study sought to describe the lived experience of six early-career first-
generation college graduates. Participants had graduated between two and five years prior to the
study, were working full time, and had attended college as traditional-aged students. Data were
collected through in-depth, semi-structured interviews and analyzed using phenomenological
methods of data analysis, reflection, and writing.
Four themes were identified in the college-to-work transition of participants: learning on
the job, being in the job, releasing the past, and chasing a passion. Learning on the job highlights
participants‘ efforts to acquire and master the skills required by their current occupations from a
situated learning perspective, specifically participants‘ experiences of work-related communities
of practice. Being on the job deals with participants‘ attempts to incorporate aspects of self and
identity into their work—including ideas of work ethic and ―being a good employee.‖ Releasing
the past is used to describe the challenge of renegotiating relationships with family and culture of
origin, including the struggle to define ―real work.‖ Participants spoke of current and future
career plans and hopes in terms of chasing a passion—identifying tensions between the necessity
of providing for one‘s own needs and the deep desire to be engaged in work that is personally
meaningful.
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TABLE OF CONTENTS
Chapter 1: INTRODUCTION ............................................................................................... 1
Coming to the Question ................................................................................................. 1
Statement of Problem .................................................................................................... 3
Research Rationale ........................................................................................................ 5
Purpose of the Study and Research Questions ................................................................ 7
Outline of the Dissertation ............................................................................................. 8
Chapter 2: REVIEW OF THE LITERATURE....................................................................... 9
First-Generation College Students ................................................................................. 9
The Path to College for FGC Students .................................................................. 11
The Academic and Social Experiences of FGC Students ...................................... 12
Family Dynamics and the FGC Student ................................................................ 13
The Challenge of Social Mobility ......................................................................... 15
Early-Career Experiences of the FGC Student ...................................................... 19
The Transition to Adulthood ........................................................................................ 20
Early or Emerging Adulthood .............................................................................. 21
The College-to-Work Transition .......................................................................... 24
Assumptions and Shortcomings in the Literature ......................................................... 27
The Crack in the Sidewalk ........................................................................................... 30
Chapter 3: THEORETICAL PERSPECTIVES .................................................................... 31
The Development of Phenomenology .......................................................................... 31
Husserl and Transcendental Phenomenology ........................................................ 32
Heidegger and the Move toward Hermeneutic Phenomenology ............................ 36
Gadamer and Others—The Continued Move of the Phenomenological
Movement .................................................................................................... 37
The Concepts of Phenomenology................................................................................. 38
Lived Experience ................................................................................................. 38
Essence ................................................................................................................ 40
Intuition ............................................................................................................... 41
Interpretation ....................................................................................................... 41
Bracketing ........................................................................................................... 42
Situated Learning ........................................................................................................ 44
Communities of Practice.............................................................................................. 46
Legitimate Peripheral Participation ...................................................................... 49
Critiques of Communities of Practice ................................................................... 52
Social Cognitive Career Theory (SCCT) ...................................................................... 57
Self-Efficacy ........................................................................................................ 58
Outcome Expectations ......................................................................................... 59
Personal Goals ..................................................................................................... 60
Contextual Supports and Barriers ......................................................................... 60
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Chapter 4: RESEARCH METHOD ..................................................................................... 62
Phenomenology and the First-Generation College Graduate ......................................... 62
Data Collection ........................................................................................................... 64
Unit of Analysis ................................................................................................... 64
Purposeful Sampling ............................................................................................ 65
Target Population................................................................................................. 66
Contacting Participants ........................................................................................ 68
In-Depth Interviews ............................................................................................. 71
Data Analysis and Synthesis ........................................................................................ 73
Preparation: Describing My Own Experience of the Phenomenon ........................ 74
Preparation: Transcribing ..................................................................................... 75
Fragmentation: Horizonalizing ............................................................................. 76
Fragmentation: Reduction and Elimination ........................................................... 78
Synthesis: Field Notes and Memos ....................................................................... 79
Synthesis: Clustering and Thematizing the Invariant Constituents ........................ 80
Synthesis: Creating Descriptions .......................................................................... 82
Synthesis: Creating a Final General Description ................................................... 84
Ethical Issues in the Study ........................................................................................... 84
Quality of the Study .................................................................................................... 85
Profiles of the Participants in this Study ....................................................................... 87
Profiles, Phenomenology, and ―The Space Between‖ ................................................... 98
Chapter 5: EXPERIENCING THE JOB— APPRENTICING A PROFESSION ................ 100
Theme I: Learning on the Job .................................................................................... 101
Sub-theme: Interning as a Prelude ...................................................................... 101
Sub-theme: Uncovering Necessary Knowledge .................................................. 103
Sub-theme: Continuing to Develop .................................................................... 113
Theme II: Being in the Job ........................................................................................ 116
Sub-theme: Making Work ‗Work‘ ...................................................................... 117
Sub-theme: Working out a Work Ethic ............................................................... 136
Sub-theme: Expressing Self in Work .................................................................. 143
Chapter 6: REFLEXIVE RECONCILIATION— THE PAST AND THE PASSION ......... 160
Theme III: Releasing the Past .................................................................................... 160
Sub-theme: Coming to Terms with Where I Came From .................................... 160
Sub-theme: Moving Away ................................................................................. 163
Sub-theme: Redefining ―Real‖ Work.................................................................. 170
Theme IV: Chasing a Passion .................................................................................... 180
Sub-theme: Hoping in College ........................................................................... 180
Sub-theme: Reconciling Practicality and Pragmatism ......................................... 187
Sub-theme: Discovering My Passion .................................................................. 193
Chapter 7: CONCLUSIONS AND RECOMMENDATIONS ............................................ 199
The Lived Experience of the First-Generation College Graduate ................................ 199
FGC Graduates and the Existing Literature ................................................................ 200
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FGC Graduates, SCCT, and Phenomenology ............................................................. 202
On the Road to ―Better Than‖ .................................................................................... 204
Future Directions and Further Research ..................................................................... 206
Limitations of the Study ............................................................................................ 208
REFERENCES ................................................................................................................. 209
Appendix A: INFORMED CONSENT FORM .................................................................. 228
Appendix B: SEMI-STRUCTURED INTERVIEW GUIDE .............................................. 230
Appendix C: EXAMPLE OF THEMATIZING ................................................................. 232
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ACKNOWLEDGEMENTS

Several times, in recent months, I have found myself reading the acknowledgement pages
of dissertations. I did this for inspiration and motivation, and it was in part, I will admit,
procrastination. However, as I sit here, trying to adequately thank and acknowledge all those who
have made this possible, I now know what I then suspected: This is an impossible task. I simply
am not capable of explaining or expressing my appreciation for the input, encouragement, and
support I have both desperately needed and gratefully received. However, tradition, convention,
the good manners my mother taught me, and my sincere gratitude dictate that I attempt it.
To my advisor and dissertation committee chair, Dr. Fred Schied. Thank you for your
support, advice, and encouragement, always given—with wisdom—in just the right measure. I
did not always know how to answer the questions you asked, but I think I learned how to ask
better questions.
To the rest of my committee, Dr. Gary Kuhne, Dr. Melody Thompson, and Dr. Spencer
Niles. At various points throughout this process, you have each provided specific and timely
encouragement and expertise. Thank you so much.
To my participants, Michael, Kendra, Kylie, Crystal, Darlene, and Bruce. I thoroughly
enjoyed hearing your stories and learning about your lives; thank you for sharing these with me.
My hope is that I have really heard what you said. My wish is that those who read this document
might come away knowing a bit of your experience as first-generation college graduates.
To my family, Shirley, David, and Michelle. I am unbelievably grateful for your enduring
support throughout this crazy venture—even when I got caught up in my own little world and
―evaporated‖ for days or weeks on end.
To my dear friend, Patty (with a ―y‖). First, I need to thank you for not following through
on your threats to stop being my friend if I ever went to graduate school! What would I have done
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without your listening ear, editing eye, and encouraging heart? I don‘t know, but I can‘t imagine
surviving this process without your friendship, prayer, and support.
To a new dear friend, Edith. Who could have asked for a better mentor…or should that be
mentee? From challenging questions to abundant laughter to faithful intercession (sometimes all
at the same time!)—thank you for all of it.
To the first student I met at Penn State, Brendaly, who became my friend. I so greatly
appreciate your ever-calm demeanor, your deep intellectualism, and your sincere pursuit of God.
To a truly great boss, Dr. Wayne Smutz. I consider our conversations about higher
education and adult learners, as well as your drive for tangible solutions and answers, as much a
part of my Penn State education as anything I learned while sitting in a classroom. Thank you.
To the chief miracle-worker and Adult Ed cheerleader, Mrs. Cathy Watson. It is just not
possible to over-estimate your value—to me and to our program. I am grateful.
To the classmates who have also become dear to me. The dissertation process may be
isolating, but I have not been alone. Fang Mei and Kyoung Hwa: I will miss seeing your faces
light up; thanks for all the questions. Lorna and Josy: We never did finish reading that book about
qualitative research, did we? Lisa and Nicole: I love to make people laugh, you know; thanks for
obliging me! Katie: We shared grounded theory and flip turns—and anyone who is willing to
study with someone as antsy as I am in the afternoons is truly amazing. Denise: I really am glad I
volunteered to help paint your house; I gained a friend in the process. Dana: Your sincere joy at
my progress has been deeply humbling and encouraging. I know there are more: Blaire, Tom,
Will, Hyungmin, Patty, Rhonda, Ho-Yuan, Pei-Ling, Keiwana, Kimeka, Junghwan, KP, Carmen,
Sandy, Jean, Anne, Amie, Maricela, and I‘m sure I‘m forgetting some—what an amazing group
of people. Thank you.
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DEDICATION

In honor of my mother, Shirley,
and in memory of my father, Thorwald.

This document demonstrates that you made it possible for your daughter,
a first-generation college graduate,
to chase her passion.
Chapter 1: INTRODUCTION
Chapter One outlines background information for this study. In this chapter, I describe
my continuing interest in the early-career experiences of first-generation college graduates and
the research questions driving this study. I also present a brief outline of the dissertation.
Coming to the Question
I have been interested in the college-to-work transition since my own initial job search, as
a new graduate with a liberal arts degree. I graduated during the economic recession of the early
1990s, somewhat location-bound to central Michigan (referred to, at the time, as the ―rust belt‖
because of the challenges facing the automotive industry). I wanted to stay in Lansing for
personal and avocational reasons, and I quickly learned that my social science and psychology
degrees weren‘t really valued by prospective employers.
After four months of job searching and temporary work, I was eventually hired as an
administrative assistant at a small computer training company. I remember crying at the end of
my second day, because someone had introduced me as ―the receptionist‖ and a few days later
after someone referred to me as ―the secretary.‖ I had worked hard to earn my Big Ten college
degree, after all. I was qualified to be more than ―the secretary.‖ Granted, I answered phones,
made copies, and ordered lunch, but I had graduated from the Honors College—couldn‘t my
co-workers see that I was under-employed? I also recall being completely exhausted at the end of
every day, for probably the first six months on the job. I remember thinking, ―no one ever told
me‖ about a lot of things—office politics, self-promotion, and so on.
Looking back at it now, with 20 years of perspective and some additional vocabulary, I
can now understand the experience as a ―first-generation college student.‖ No one in my family
could tell me about what the college or post-college experience would be like, because it was not