This study utilized a qualitative grounded theory approach to explore how first-generation minority students are motivated to achieve a college education. The central focus group comprised three first-generation college students. The second group, by comparison, consisted of two third-generation college students. Semi-structured interviews conducted in person and online were the data collection method. Results revealed first-generation students, unlike third-generation,were not encouraged by family to attend college but their inner drive to achieve a better way of life. Findings suggest that teachers become mentors who can encourage students, particularly minority students, to attend college.
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