RSCH FPX 7860 Assessment 2 Research Concepts

Student Name

Capella University

RSCH FPX 7860 Survey of Research Methods

Prof. Name:

Date

Research Concepts Matrix

Please note that the first row of data is provided as an example. Review the example article (Nin & Keeton, 2020) to understand how to analyze each assigned article.

Parenthetical Citation	Purpose of the study	Statement of the Problem	Limitations/ Implications	Ethical Conduct in the Study	Future research possibilities (e.g., how could a researcher extend the research detailed in the study)
(Nin & Keeton, 2020)	The purpose of this study was to investigate the challenges experienced by first-generation community college students as they navigated the process of transferring to a four-year university. The study also aimed to amplify the voices of first-generation students achieving success in meeting critical momentum points toward transferring.	First-generation college students represent an underserved population within the community college system. This group includes low-income students, first-generation students, and those from diverse ethnic backgrounds. The experiences of these students merit further investigation.	Limitation: The qualitative research’s small sample size limits the generalizability of the findings. Implications: Community colleges can support first-generation college students by teaching them to manage college expenses and leverage family resources through parent and family orientation programs. Also, expanding mentoring programs and helping students use support systems and campus resources will increase their chances of transferring to four-year schools.	Participants signed a consent form before the interviews commenced. Pseudonyms were used for all students to maintain confidentiality.	Future research should measure students’ progress at intermediate momentum points throughout their college careers. Additional studies are needed to explore the generational, immigrant, and extended family influences on first-generation students’ educational journeys. Examining the differences between immigrant and domestic first-generation students and the impact of extended family networks could provide insights into how to better support this growing student population.
(DiGuiseppi et al., 2020)	The purpose of this study was to address the gap in research regarding first-generation college students’ alcohol use by comparing binge drinking trajectories of first-generation and continuing-generation students over their first three semesters.	Research indicates that first-generation college students face unique academic, social, and familial challenges compared to continuing-generation students. However, there is a scarcity of research on first-generation students’ alcohol use, an understudied group that requires greater understanding to identify risk and protective factors for binge drinking.	Limitations: This quantitative research was conducted at a single, private university, limiting the generalizability of findings to other four-year institutions. Self-reporting measures to assess first-generation status may have resulted in data misrepresentation. Implications: Colleges can support first-generation students by implementing policies and practices tailored to their needs, such as academic and peer-support programming, and promoting mental health services and academic advisors. College administrators, educators, and health professionals should recognize the role of parents and family backgrounds in supporting first-generation students as they navigate alcohol use norms in college.	All participants provided consent prior to participation. All procedures were approved by the University’s Institutional Review Board. The authors declared no known financial or personal conflicts of interest.	Further research is needed to understand binge drinking trajectories in first-generation students compared to continuing-generation peers. Additionally, exploring other factors that contribute to the reduction in binge drinking frequencies among first-generation students throughout college would be beneficial.
(Ma & Shea, 2021)	The purpose of this study was to explore factors that further explain the links between first-generation college students’ (FGCS) perceived barriers and career outcome expectations. Additionally, the study aimed to identify protective factors against FGCS perceived barriers.	First-generation college students encounter greater challenges and barriers compared to non-FGCS while pursuing career goals. These perceived challenges can lead to negative outcome expectations for FGCS, potentially hindering their educational and career aspirations.	Limitations: The quantitative research was limited by the participant sample, which predominantly consisted of undergraduate female FGCS studying psychology. This may limit the generalizability of findings to students in other disciplines. The study involved students from two racially and ethnically diverse universities, with most being commuters. The findings may not be applicable to FGCS attending predominantly white institutions or those residing on campus. A longitudinal design might have better captured the mediation process’s effects. Implications: FGCS could benefit from faculty and academic advisors intentionally presenting themselves as resources for assistance. Providing FGCS with social connections on campus could foster a sense of belonging and buffer negative career expectations when facing barriers.	Participants received course or extra credit for their participation. The authors declared no potential conflicts of interest.	Future research should further explore ways to remove barriers and promote academic engagement for underrepresented racial and ethnic groups who also identify as FGCS. Research should expand to include strategies for addressing dropout rates and how college campuses can support these students through targeted programs.
(O’Hara, 2022)	The purpose of this study was to understand the intrinsic and extrinsic factors that motivated a male Latino student to enroll in and complete his baccalaureate degree. The research also explored the holistic and meaningful aspects of his real-life experience. The intent was to examine Latino student retention in higher education and assess the applicability of existing literature to an individual student’s experience.	There is limited understanding of why minority males have the lowest persistence and degree attainment rates compared to their white counterparts. As the Latino population grows, interventions are needed to increase retention rates and enhance the educational level of the American workforce to meet economic demands. Latino male students face unique obstacles that hinder degree attainment and threaten their pursuit of a promising economic future.	Limitations: This qualitative research faces generalizability issues inherent in case study research. Implications: College communities should continue providing programs that promote understanding of diverse cultures and backgrounds. Engaging with and celebrating the accomplishments of Latino and other minority students could strengthen necessary collegiate relationships and improve minority student retention. Faculty members should actively engage with Latino students to decrease the lack of support while in school.	Identifiers for the Latino male student in the study were removed to maintain confidentiality. No specific ethical considerations were mentioned.	Further research should explore how colleges could implement recruitment and retention efforts for Latino students, emphasizing their differences and supporting their unique challenges. Researchers should also study the families and mentors of Latino students to gain a more holistic view of how best to support them. Continued research can extend this study’s findings by comparing the factors contributing to the successes and failures of Latino males who did or did not complete college.
(Roksa et al., 2020)	The purpose of this study was to describe how cultural capital contributes to the reproduction of socioeconomic inequality. Researchers aimed to conceptualize cultural capital as a resource that extends to individuals and their families (family cultural capital) by examining the influence of first-generation college-going older siblings on younger siblings attending college.	Students from socioeconomically disadvantaged backgrounds are less likely to enter and complete college compared to their more advantaged peers. Research indicates that cultural capital plays a significant role in educational disparities among these students, but there is limited research on cultural capital’s role in social mobility.	Limitations: The qualitative research was conducted at a highly selective institution, which may limit the generalizability of the findings to students and families across different types of institutions. Implications: Students with college-educated siblings are more likely to receive parental support in navigating the social aspects of college. Cultural capital within the family can translate to cultural mobility for younger siblings, enhancing their success in higher education. Family cultural capital allows parents to provide additional support during times of struggle.	All participants were assigned pseudonyms to maintain confidentiality. Participants received a $25 gift card for their participation.	Future research should investigate how sibling influences differ across various institutional types. Additionally, further studies should examine interactions among different family members and across various racial and ethnic backgrounds to gain a more comprehensive understanding of cultural capital’s role in educational success.

References

DiGuiseppi, G. T., Davis, J. P., Meisel, M. K., Clark, M. A., Roberson, M. L., Ott, M. Q., & Barnett, N. P. (2020). The influence of peer and parental norms on first-generation college students’ binge drinking trajectories. Addictive Behaviors, 103, 106227-106227. https://doi.org/10.1016/j.addbeh.2019.106227

Ma, P. W., & Shea, M. J. (2021). First-generation college students’ perceived barriers and career outcome expectations: The role of perceived support and career adaptability. Journal of Career Assessment, 29(2), 179-196. https://doi.org/10.1177/1069072720943154

Nin, R. M., & Keeton, V. J. (2020). Navigating success: Transfer student experiences from community colleges to four-year institutions. Journal of College Student Development, 61(3), 345-361. https://doi.org/10.1353/csd.2020.0030