Abstract
ABSTRACT
Purpose. Utilizing a qualitative phenomenological research design, the researcher sought to understand whether personalized financial aid advising is a factor in first-generation Hispanic student retention from their first-to-second-year at a small private Hispanic Serving Institution as perceived by first-generation Hispanic students.
Methodology. This study utilized a qualitative, phenomenological research design. The researcher used snowball sampling methods to select students who identified as first-generation and Hispanic who experienced financial aid advising appointments during their first-year of college at a small private Hispanic Serving Institution in southern California to inform this study’s focus. Data was collected through one-on-one, semi-structured interviews with eight participants.
Findings. The study identified four major themes and findings related to the phenomenon of the impact of personalized financial aid advising on first-to-second year retention: (a) financial aid process is a barrier for student success; (b) first encounters cause psychological stress; (c) positive financial aid officer-student relationships aid in retention; and (d) deficiencies in financial aid officer practices as perceived by first-generation Hispanic students.
Conclusions. The results of the study found that students experience higher levels of stress around the financial aid process as a result of limited access to capital and resources on the financial aid process. When a financial aid officer displayed strong soft skills such as listening skills, communication, empathy, and problem-solving skills in a one-on-one advising setting, students were able to build trust in the financial aid officer and discuss their challenges. Positive student-officer relationships created an opportunity for financial aid officers to transfer knowledge about the financial aid process to students, thereby building capital.
Recommendations. Further research should include exploring the lived experiences of students who choose to attend community colleges and public four-year institutions in southern California to identify how experiences and advising strategies differ by institution type to better understand barriers for obtaining financial aid. Further qualitative research should also be done on the barriers related to financial aid experiences by other marginalized students such as Black, Indigenous, Alaskan Native, or bi-racial students and how barriers impact first-to-second-year retention.