Date of Award

Fall 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Cody Lloyd

Second Advisor

Dr. Thomas J. Gollery

Third Advisor

Dr. Sarah J. Yates

Abstract

This quantitative study explored the thriving of first-generation undergraduate students enrolled full-time at a mid-sized, private, faith-based, open-enrollment university in the southeastern United States. Using the validated Thriving Quotient™ instrument, this research measured thriving across five domains: engaged learning, academic determination, positive perspective, social connectedness, and diverse citizenship, along with three subscales: spirituality, sense of community, and institutional integrity. The study compared thriving perceptions of first-generation college students (FGCSs) and continuing-generation college students (CGCSs) to determine if generational status influenced students’ experiences of thriving. Despite documented challenges faced by FGCSs—including financial stress, limited familial guidance, and lower academic preparedness—this study also considered the asset-based characteristics commonly observed in this population, such as resilience, motivation, and adaptability. A non-experimental, survey-based methodology was employed, and data were analyzed using descriptive and inferential statistics. Findings indicated that FGCSs perceived themselves as thriving to a positive degree, with no statistically significant differences in overall thriving or within any of the thriving subscales when compared to CGCSs. These results suggest that first-generation students at a faith-based institution can and do thrive at levels comparable to their peers. The study contributes to the body of literature on student success by emphasizing the importance of supportive institutional environments and asset-based approaches to understanding FGCS outcomes.

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