Major Decisions: A Phenomenological Study of the Experiences and Decision Making Processes of Undecided, First-Generation College Students

1 online resource (170 pages) : PDF

2020

University of North Carolina at Charlotte

While many students decide to attend college for increased career opportunities, first-generation college students (FGCS) are far more likely than their peers to report attending college for this reason (Bui, 2002; Byrd & MacDonald, 2005; Martinez, Sher, Krull, & Wood, 2009). However, 75% of college students are unsure about their career or major when they enroll in college and these decisions are often made prematurely, without any real exploration due to pressure students feel to declare a major early (Cuseo, 2005; Gordon, 2007). The sooner these students get support, the better equipped they will be to select a major without impacting their time to degree (Terenzini, Springer, Yeager, Pascarella, & Nora, 1996).The purpose of this qualitative study is to explore the experiences of first-generation college students (FGCS) who entered college undecided about their major to gain insight as to how they ultimately chose a major. The study utilized interpretative phenomenological analysis as the methodological framework and Social Cognitive Career Theory as the theoretical framework. Eight semi-structured interviews were conducted with FGCS who have a declared major but entered higher education as undecided students. Four overarching themes emerged from data analysis that captured the experiences and decision making influences of the participants including psychological burden, interest in exploration, role of resources, and motivation for majors.

doctoral dissertations

Education, Higher

D.Ed.

First-Generation College Students
Higher Education
Major Selection
Social Cognitive Career Theory
Undecided Students

Educational Leadership

D'Amico, Mark

Lim, Jae Hoon
Howell, Cathy
Campbell-Whatley, Gloria

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2020.

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