Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

12-2025

Committee Chair or Co-Chairs

Terence Hicks

Committee Members

James Ellerbe, Susan Epps, Dr. Richard Rhoda

Abstract

The purpose of this study was to investigate the mental health and well-being of first-generation college students (FGCS) in comparison to non-first-generation college students (NFGCS) at a private Historically Black College and University (HBCU) in the Southeast. This study was undertaken to investigate students' mental health and well-being, as well as their use of, access to, and the availability of mental health services. A comparative-correlational research design was employed to collect and analyze the data. The study used a sample size of 388 responses from undergraduate college students enrolled at the private HBCU. Of the 388 students in the sample, 56% (217) identified as first-generation college students, while 44% (171) identified as non-first-generation college students. Data for five research questions was analyzed using inferential statistics. Statistically significant differences were identified across multiple self-reported measures. FGCS reported lower self-esteem (p=.012), lower happiness (p=.027), and reduced life enjoyment (p=.047) compared to their NFGCS peers. In addition, FGCS were more likely to report feelings of being disliked (p=.009). Gender comparisons among FGCS revealed that males reported significantly more depressive symptoms (p=.001), loneliness (p=.006), and cognitive difficulties focusing (p=.002) than females. Differences by academic classification were also determined. Seniors reported significantly more appetite suppression (p=.039), fear (p=.040), and restless sleep (p=.014) than juniors and sophomores. Correlational analyses revealed weak but statistically significant relationships between depressive symptoms and help-seeking behavior on campus (p=.014), as well as between symptom severity and the frequency of mental health service utilization, specifically related to appetite suppression (p=.002) and feelings of failure (p=.015). These findings emphasize the need for culturally responsive, trauma-informed interventions, and early outreach efforts tailored to the unique challenges FGCS face. Implications for campus practice and policy development highlight the importance of sustainable support systems that cultivate resilience, engagement, and academic success for first-generation students at HBCUs.

Document Type

Dissertation - unrestricted

Copyright

Copyright by the authors.

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