Open Access Open Access  Restricted Access Subscription Access

An Exploratory Study of the Benefits of a Three- Week Cycling Expedition for Potential First-Generation, College-Bound Students

Phyllis Robertson, Elizabeth Graves, Andrew J. Bobilya, Todd Murdock, Dale Brotherton, Sara Hunter

Abstract


This exploratory study examined the benefits of participating in a three-week, multi-state bicycling trip for eight adolescents who participated in a first-generation, college-bound program. The primary purpose of this study was to explore participants’ perceptions of their own resilience, independence, responsibility, and problem-solving and to identify elements of the program that help facilitate the development of these outcomes. Analysis of focus group comments six weeks post experience suggests a cyclical experiential learning model exemplifying the effects of participation, feedback, and reflection on participants’ acceptance of challenge and the process needed to support it. Application of the characteristics described within the model as they apply to first-generation, college-bound student success is provided.

Subscribe to JOREL


Keywords


first-generation college bound students; adventure-based learning; experiential learning; TRIO; experiential learning model

Full Text:

PDF

References


Allen-Craig, S., & Hartley, C. (2012). Exploring the long-term effects for young women involved in an outdoor education program. Journal of Outdoor Recreation, Education, and Leadership. 4(2). 88-91. doi:10.7768/1948-5123.1153

Autry, C. E. (2001). Adventure therapy with girls at-risk: Responses to outdoor experiential activities. Therapeutic Recreation Journal, 35(4), 289-306.

Bourdieu, P., (1986). The forms of capital. In J. G. Richardson (Ed.). Handbook of Theory and

Research for the Sociology of Higher Education (pp. 241-258). New York: Greenwood Press.

Cooper, C. R. (2011). Bridging multiple worlds: Cultures, identities, and pathways to college. New York: Oxford University Press.

Creswell, J.W. (2009). Qualitative inquiry and research design choosing among five traditions. Thousand Oaks, CA: Sage Publications.

Dewey, J. (1938). Experience and education. New York, NY: Kappa Delta Pi.

Duerden, M. D., Widmer, M. A., Taniguchi, S. T., & McCoy, J. K. (2009). Adventures in identity development: The impact of adventure recreation on adolescent identity development. Identity, 9(4), 341-359. doi: 10.1080/15283480903422806

Durr, L. I. (2009). Optimal challenge: The impact of adventure experiences on subjective well-being. Journal of Experiential Education, 31(3), 451-455. doi:10.1177/105382590803100319

Fletcher, T. B., & Hinkle, J. S. (2002). Adventure Based Counseling: An Innovation in Counseling. Journal of Counseling & Development, 80(3), 277-285. doi.org/10.1002/j.1556-6678.2002.tb00192.x

Furman, N., & Sibthorp, J. (2011). The transfer of expedition behavior skills from the National Outdoor Leadership School to life post-course. Journal of Outdoor Recreation, Education, and Leadership, 3(2), 87-90. doi:10.7768/1948-5123.1103

Ivey, A., Pederson, P., & Ivey, M.B. (2001). Intentional group counseling: A Microskills approach. Baltimore, MD: Brooks/Cole Publishing.

Jenkins, S., Belanger, A., Connally, M., Boals, A., & Dur ´on, K. (2013). First-generation undergraduate students’ social support, depression, and life satisfaction. Journal of College Counseling, 16, 129–142. doi: 10.1002/j. 2161-1882.2013.00032.x

Kaplan, P. S. (2000). A child’s odyssey (3rd ed.). Belmont, CA: Wadsworth.

Kolb, D. (1984). Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, N.J.: Prentice-Hall.

Mehta, S. S., Newbold, J. J., & O'Rourke, M. A. (2011). Why do first-generation students fail? College Student Journal, 45(1), 20-35. AN 59618803.

Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First-generation college students. Journal of Higher Education, 75, 249–284.

Paisley, K., Furman, N., Sibthorp, J., and Gookin, J. (2008). Student learning in outdoor education: A case study from the National Outdoor Leadership School. Journal of Experiential Education, 3(3), 201-222. doi:10.1177/105382590703000302

Perez-Felkner, L. (2015). Perceptions and Resilience in Underrepresented Students Pathways to College. Teachers College Record, 117(8), 1–60. Retrieved from http://www.tcrecord.org/library/content.asp?contentid=17996

Phipps, M., Phipps, S., & Phipps, C. (2017) Outdoor instruction: Teaching and learning concepts for outdoor instructors. St. Petersburg, FL: Book Locker.

Rhonke, K.E., Rogers, D., Wall, J.R., & Tait, C.M. (2007). The complete ropes course manual. (4th ed.). Dubuque, IA: Kendall Hunt.

Schwartz, S. E., Kanchewa, S. S., Rhodes, J. E., Gowdy, G., Stark, A. M., Horn, J. P., . . . Spencer, R. (2018). I’m having a little struggle with this, can you help me out?”: Examining impacts and processes of a social capital intervention for first‐generation college students. American Journal of Community Psychology, 61(1-2), 166–178. doi.org/10.1002/ajcp.12206

Sparkman, L, Maulding, W.S., Roberts, J. G. (2012). Non-cognitive predictors of student success in college. College Student Journal, 46(3), 642-652. Retrieved from https://wcu.summon.serialssolutions.com/2.0.0/link?t=1553874256551

Stebleton, M. J., & Soria, K. M. (2012). Breaking down barriers: Academic obstacles of first-generation students at research universities. Learning Assistance Review, 17(2), 7–20. Retrieved from https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1002281

Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: How American universities' focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102(6), 1178-1197. doi:10.1037/a0027143

Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques and procedures for developing grounded theory (2nd ed.). London: Sage.

Strayhorn, T. L. (2011). Bridging the Pipeline: Increasing Underrepresented Students’ Preparation for College Through a Summer Bridge Program. American Behavioral Scientist, 55(2), 142–159. doi.org/10.1177/0002764210381871

Terenzini, P. T., Springer, L., Yaeger, P. M., Pascarella, E. T., & Nora, A. (1996). First generation college students: Characteristics, experiences, and cognitive development. Research in Higher Education, 37, 1–22. doi.org/10.1007/BF01680039

Tinto, V. (2004). Student retention and graduation: Facing the truth, living with the consequences. Washington, D.C.: The Pell Institute.

U.S. Department of Education (n.d.) TRIO: Talent Search Program. Retrieved from https://www2.ed.gov/programs/triotalent/index.html

Widmer, M. A., Duerden, M. D., & Taniguchi, S. T. (2014). Increasing and generalizing self-efficacy: The effects of adventure recreation on the academic efficacy of early adolescents. Journal of Leisure Research, 46(2), 165-183. doi:10.1080/00222216.2014.11950318




DOI: https://doi.org/10.18666/JOREL-2020-V12-I4-9849

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Sagamore Publishing LLC