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The study applies an appreciative inquiry lens rather than a deficit framework, revealing four central themes: accessing student support programs, building connections with campus mentors, receiving family support, and obtaining financial support. Implications for professional practice and direction for future research are addressed.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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University  \nKyle McAuliffe  \nRoger Williams University  \nThis exploratory phenomenological study examined the experiences of four high-achieving first-generation men (HAFGM) from rural Maine and the critical influences that have helped them succeed in their undergraduate studies. This study viewed HAFGM from an appreciative inquiry standpoint rather than a deficit model. Four key themes emerged: (1) accessing student support programs; (2) connection with campus mentors; (3) family support; and (4) financial support. Implications for professional practice and future research are discussed.  \nPlease direct inquiries about this manuscript to: Daniel Tillapaugh, [dtillapaugh@callutheran.edu](dtillapaugh@callutheran.edu)  \n[College Student Affairs Journal](College Student Affairs Journal), Volume 37(1), pp. 83-96 ISSN 2381-2338  \nCopyright 2019 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n84 College Student Affairs Journal Vol. 37, No. 1, 2019  \nFirst-generation college students make  \nup 30 percent of the total [U.S. college](U.S. college)[ ](U.S. college)[student population](student population) (Opidee, 2015) .  \nScholars have indicated that first-generation students are the largest growing body of students accessing higher education (Saenz, Hurtado, Barrera, Wolf, & Yeung, 2007) . While there are multiple definitions, in this article, first-generation students are defined as those who are the first in their immediate family to attend post-secondary institutions (Nunez & Cuccaro-Alamin, 1998; Saenz et al., 2007) . Scholars (Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006; Terenzini et al., 1994) have devoted attention to studying these students and their educations due to their unique challengesand needs, such as financial aid, pre-college academic preparedness, and lack of social capital (Kuh et al., 2006; Terenzini et al., 1994) .  \nHowever, much of the literature on first-generation college students addresses these students in the aggregate with little regard for racial, gender, social class, and geographical differences (Kuh et al., 2006; Ramos-Sanchez & Nichols, 2007; Terenzini et al., 1994) . Additionally, this literature has framed their experiences from a deficit of social capital (Kuh et al., 2006) . Previous research on first-generation students has largely used a deficit approach, focusing on the obstacles they face rather than the ways in which they persist and succeed. In our review of the literature, there was scant research that looked at high-achieving first-generation students, let alone those who identify as men from rural areas. As a result, we wanted to address a significant gap in the literature by examining the experiences of high-achieving first-generation college men (HAFGM) from rural backgrounds.  \nOverview of the Literature  \nFirst-Generation Students and Cultural Capital  \nMuch of the existing literature on  \nfirst-generation students has examined their cultural capital (or lack thereof) as it relates to academia (Hinz, 2016) . Bourdieu (1984) posited the connection between one’s socialization growing up to habitus, defined asthe ways in which one perceives, acts, or behaves in the world. For many first-generation students, they may come from low-income or working class backgrounds (Saenz et al., 2007) and therefore enter institutions built on norms of middle-class or upper-middle class values (Jensen, 2004) . This creates dissonance for first-generation students between their own culture and that of their institution.  \nScholars have pointed to a positive connection between social and family support networks and first-generation student success at college. Social and family supports were two important factors that affect student persistence and retention during their first year at college (Elkins, Braxton,& James, 2000; Jensen, 2","cbCaiiU61ui9bSy2","https://ap.wps.com/l/cbCaiiU61ui9bSy2","pdf",170013,14,"English","# Overview of the Literature\n## First-Generation Students and Cultural Capital\n## First-Generation College Men\n# Study Findings and Themes","[{\"question\":\"What was the focus of the study?\",\"answer\":\"The study examined the experiences of four high-achieving first-generation men from rural Maine and the critical influences that helped them succeed in undergraduate studies.\"},{\"question\":\"What approach did the study use to view these students?\",\"answer\":\"It viewed high-achieving first-generation men through an appreciative inquiry standpoint rather than a deficit model.\"},{\"question\":\"What key themes emerged from the participants’ experiences?\",\"answer\":\"Four themes emerged: accessing student support programs, connection with campus mentors, family support, and financial support.\"}]","THE EXPERIENCES OF HIGH-ACHIEVING FIRST-GENERATION COLLEGE MEN FROM RURAL MAINE - A Study on Key Influences and Success Themes | PDF",1792088186,35]