Doctoral Candidate Brochure: Beth E. W. Nahlik

Doctoral Dissertation Defense
of
Beth E. W. Nahlik

For the degree of

Doctor of Philosophy
Higher Education Administration

Meaningful Relationships Between First-Generation Undergraduates and Faculty Members: A Grounded Theory Approach

May 12, 2025
10:00 A.M.–12:00 P.M.
White Hall, Room 200

Meaningful Relationships Between First-Generation Undergraduates and Faculty Members: A Grounded Theory Approach

The purpose of this constructivist grounded theory study was to understand the process by which first-generation undergraduates develop meaningful relationships with faculty members. In alignment with the constructivist paradigm from which this study was positioned was the conscious choice to center the student and their agency in student-faculty interaction that leads to the development of a meaningful relationship. Using Charmaz’s (2014) constructivist grounded theory, alongside participants, I engaged in concurrent data generation and analysis. Eight dyads, comprised of first-generation undergraduates and the faculty member with whom the student identified as having a meaningful relationship, participated. In the initial sampling phase, I interviewed the first-generation student one-on-one. In the theoretical sampling phase, I interviewed the student and the faculty member together in a dyadic interview – this was a distinctive approach in the study of student-faculty relationships. 

The generated substantive theory demonstrates how first-generation undergraduates actively build meaningful relationships with faculty members. The theory is centered around the core process of Tuning In, which involves a level of self-awareness and attentiveness toward others. Tuning In, is required for first-generation undergraduates to then engage in the two remaining, mutually facilitating processes of building a relationship – Vibing Trust and Furthering Connection. Vibing Trust is a continual, reciprocal process of trust-building between first-generation undergraduates and faculty members. Vibing Trust is mutually facilitated by the process of Furthering Connection which are actions the first-generation students undertake to foster a stronger, more personal relationship. I conclude with implications and recommendations for policy, practice, and research.