G3_ TITLE DEFENSE-PPT

[Audio] BRIDGING DREAMS AND REALITY: THE JOURNEY OF FIRST-GENERATION COLLEGE STUDENTS Father Saturnino Urios College of Trento, Inc. Acas, Hunz F. Bitanas, Xypriz Marielle S. Caoile, Roignce Dione F. Celes, Shiela Mae G. Evardone, Gerald Dave D. Fabe, Karen Ann K. Gimang, Jairren Chantal A. Madelo, Mekylla Ermie M. Morato, Lhexter Mac Claine T. Panes, Precious Lyka J. Supot, Aiza Clarin Researchers.

[Audio] CHAPTER 1 Introduction Purpose of the Study Research Questions Theoretical Lens Scope and Limitation Importance of the Study Definition of Terms.

[Audio] INTRODUCTION First-generation students from racial/ethnic minority and low-income backgrounds face significant financial challenges in higher education due to factors like gender, race, ethnicity, and socioeconomic status (Mason et al., 2022). They often struggle with poor college preparedness, financial difficulties, lack of family support, and low self-confidence, yet many thrive in college (Falcon, 2015). Their parents typically lack knowledge about the high school curriculum's role in college preparation, leading to less academic encouragement and fewer advanced course enrollments (Gamez-Vargas & Oliva, 2023). Additionally, many first-gen students are unfamiliar with the college system, including the application process, financial aid, and selecting a major, resulting in poor decisions about their education (Magallanes, 2020)..

[Audio] INTRODUCTION In the United States, most first-generation college students come from low-income families and face financial struggles in obtaining higher education (Mason et al., 2022). Similarly, in China, while access to higher education has improved, many first-gen students still encounter challenges, with at least 70% of undergraduate students being the first in their families to attend college (Zhang et al., 2017). In Singapore, data analysis shows that first-generation college students gain valuable skills, knowledge, and experiences that help them navigate their education (Shamita et al., 2022)..

[Audio] Although numerous studies have focused on first-generation college students and their academic challenges, there is a significant need to examine their lived experiences, particularly in Agusan del Sur, where economic and cultural factors uniquely shape their educational journey. Previous studies, such as Mason et al., (2022), "The Financial Struggles of First-Generation College Students in the United States," and Zhang et al., (2017), "The Access and Challenges of First-Generation College Students in China," have explored financial constraints and institutional barriers faced by these students, but there is a lack of research on how first-generation students in Agusan del Sur navigate their financial burdens, familial expectations, and educational aspirations. This study aims to fill this gap by investigating the intersection of socioeconomic and cultural challenges specific to this region..

[Audio] The study on the journey of first-generation college students is urgently needed because these students face unique challenges that significantly impact their academic success and overall well-being. Understanding their experiences is crucial for developing effective support systems and involvement to improve their student retention rate and long-term outcomes. A critical knowledge gap exists due to insufficient research on first-generation college students, preventing effective responses to the challenges they face. Continuing on this research will inform better policies and support systems, promoting educational equity for these students. Eventually, this research is an investment in a more just and inclusive higher education system..

[Audio] The dissemination aims to highlight the challenges, success stories, and solutions for supporting first-generation college students. It will ensure the research reaches first-gen students, educators, policymakers, and community members, helping bridge the gap between their aspirations and academic/career goals. The strategy includes using academic, digital, and community channels, along with collaborating with academic institutions, community organizations, and policymakers. This will equip students with resources and empower them to navigate college life, ensuring a clear path to success..

[Audio] PURPOSE OF THE STUDY The purpose of this phenomenological study is to explore the lived experiences of first-generation college students. The study aims to understand the unique challenges, experiences, and triumphs of students whose parents did not complete a four-year degree. The participants will include first-generation college students currently enrolled in higher education institutions, and the research will be conducted at a university setting. The study seeks to investigate the factors that influence their academic experience, sense of belonging, and overall achievement..

[Audio] RESEARCH QUESTIONS What significant financial, academic, and social challenges are faced by first-generation college students in Agusan del Sur? How do first-generation college students in Agusan del Sur develop strategies to overcome these challenges and continue with their studies? What ways do cultural traditions and economic responsibilities affect one's ability to complete higher education?.

[Audio] THEORETICAL LENS Theory 1 Social Reproduction Theory Pierre Bourdieu 1977 Highlights how students from wealthier families have more advantages in education because they have access to better schools, more academic support, and parents who understand the education system.

[Audio] Theory 2 Cultural Mismatch Theory Nicole Stephens and Sarah Townsend 2012 Explains how the difference between family values, which emphasize interdependence, and university expectations of independence creates stress, self-doubt, and difficulty in adapting to college life..

[Audio] Theory 3 Family System Theory Dr. Murray Bowen 1978 Shows how being the first in the family to attend college can shift family roles, increase expectations, and place emotional pressure on the student as parents and siblings look to them as a role model..

[Audio] SCOPE AND LIMITATION This study focuses on exploring the journey of first-generation college students, examining their academic challenges, financial struggles, and socialization. It will also assess the effectiveness of support systems available to these students. Data will be collected through surveys and interviews during the 2024-2025 academic year. Limitations include excluding students with parents or siblings who are college graduates. The study's scope is limited to one academic year, potentially missing changes in experiences. Additionally, the reliance on self-reported data may not fully capture the complex experiences of all first-generation students..

[Audio] IMPORTANCE OF THE STUDY Students benefit by gaining insight into their challenges, fostering a sense of belonging, and enhancing their college experience and success. Teachers benefit by understanding first-generation students' needs, helping them create supportive environments and improve retention and outcomes. Parents benefit by learning how to support their children’s education, understanding financial aid, and potentially pursuing their own educational goals. School administrators benefits by recognizing first-generation students' obstacles and implementing support programs, improving graduation rates and the institution's reputation. Future researchers benefit by deepening their understanding of first-generation students' experiences, guiding the development of better support programs and policies..

[Audio] DEFINITION OF TERMS Term 1 Term 1 This refers to a student's readiness to meet the academic demands of a new educational environment, encompassing the skills, knowledge, and attitudes necessary for success. It ensures students have the necessary skills to succeed in higher education, helping institutions retain their student population (Gamez-Vargas & Oliva, 2023). Academic preparedness significantly influences a student’s performance throughout their educational career and eases the adjustment process as students transition between educational stages..

[Audio] Term 2 Term 2 This refers to a student's family and community influence their beliefs, values, and norms about higher education. First-generation college students often face pressure to follow family responsibilities. These expectations can sometimes clash with their academic goals. This conflict makes it harder for them to focus on their studies emphasizes how these challenges affect their college experience (Fabella, 2024)..

[Audio] Term 3 Term 3 This refers to funds that are provided or loaned to students to assist in covering their educational expenses (Herbaut & Geven, 2019). This support can come from different sources like federal and state governments, educational institutions, and private organizations. This assistance can take the shape of need-based aid, which depends on the financial situation of the applicant, or merit-based aid, which is given based on academic or other accomplishments..

[Audio] LITERATURE REVIEW 1 First-generation college students face financial struggles, including tuition fees, hidden costs, and limited access to financial aid, which impact their ability to persist in higher education (Rehr et al., 2022; Gabriel et al., 2025). Many students lack knowledge of financial aid processes, making it difficult to secure necessary funding (Taylor & Bicak, 2020). Economic pressure to support their families while studying adds to their stress, affecting academic performance (Wan & Kuang, 2025). Financial constraints also influence work volition and overall well-being (Hai et al., 2025). To address these issues, institutions should offer financial literacy programs, increase financial aid accessibility, and create support systems tailored to first-generation students (Narayanan et al., 2018)..

[Audio] LITERATURE REVIEW 2 First-generation students can reduce financial stress by utilizing scholarships, financial aid, and alternative income sources like passive income through online courses (LaGesse, 2023; Redlin, 2024). Academic resilience, time management, and study skills are crucial for success (Morales et al., 2018; Rodrigues, 2018; Arskii, 2024). Mentorship, social support from family, and peer networks play a key role in helping students navigate college life (Walker et al., 2018; Matt, 2023; Yoma, 2024). Coping strategies like managing financial difficulties, test anxiety, and psychological well-being are vital (Chang et al., 2020; Helmbretch et al., 2021). Emotional support from families, mentors, and chosen peer groups enhances students' ability to overcome challenges (Rodriguez, 2019; Espino, 2020)..

[Audio] LITERATURE REVIEW 3 Cultural expectations and family sacrifices often put pressure on first-generation students to succeed, sometimes at the cost of mental health (Getahun, 2024; Swami, 2024). Gender roles also influence educational choices, particularly in STEM fields (Marcus, 2025). Many students must balance academic work with jobs to cover education costs, which creates additional challenges (Rehr et al., 2022). However, resilience and determination allow many to persist despite difficulties (Magallanes, 2021). Time management strategies, structured schedules, and social support help students balance their responsibilities (Watts et al., 2023). In rural communities, cultural beliefs and limited access to education hinder higher education participation (Sims & Ferrare, 2021; Saleem & Khurshid, 2020). Strong cultural values influence motivation and persistence, sometimes conflicting with academic aspirations (Chang et al., 2020; Hecht et al., 2021)..

[Audio] LITERATURE REVIEW 4 Mixed-methods research provides a comprehensive understanding of first-generation college students by examining their challenges, support networks, and intervention programs (Hutson & He, 2024). Social capital, mentoring, and academic support programs significantly improve student success (Abrams, 2024). Programs like "Connected Scholars" have shown positive effects on students' willingness to seek academic support (Lapon & Buddington, 2023). Research indicates that female students with higher GPAs are more likely to persist in college (Soicher et al., 2024). Mentoring aids in cognitive, socio-emotional, and identity development, helping students overcome financial hardship and navigate college successfully (Walls, 2020; Erven, 2023)..

[Audio] LITERATURE REVIEW 5 First-generation students often lack resource-rich networks, limiting their ability to navigate college environments (Randi et al., 2025; Freidson, 2024). Institutional knowledge gaps make it harder for them to integrate into academic and social settings, lowering academic self-esteem (Falcon, 2025). Cultural background and social capital influence academic performance, with cultural mismatches affecting their sense of belonging (Phillips et al., 2020; Covarrubias et al., 2018). Social integration and academic support improve retention rates (Griffin & Brown, 2023; Johnson, 2022). Tinto’s model suggests bridge programs, academic advising, and peer mentoring as ways to support first-generation students (Akella et al., 2020). While deficit-based models highlight first-generation students' disadvantages, strengths-based approaches focus on resilience and determination, fostering confidence and success (Lee, 2023; Davis, 2024; Lai & Liu, 2024)..

[Audio] REFERENCES Wapa na plastar ang mga references.

[Audio] GROUP PICTURE. GROUP PICTURE.

[Audio] Thank You For Your Attention. Thank You. For Your Attention.