Technological Challenges for Historically Underrepresented, Economically Disadvantaged, and First-Generation Students Transitioning to College: A Pilot Study

Aim/Purpose Access to technology is critical for college students, especially those from marginalized groups (O'Sullivan & Forgette, 2024). This study aims to identify gaps in technological capital that expose inequities in the use and com-prehension of technology and to assess their impact on measurable college persistence among historically underrepresented, economically disadvantaged, and first-generation incoming first-year college students in New York State. Background Historically underrepresented, economically disadvantaged, and first-generation students often lack social, cultural, and technological capital and live in minoritized communities with low socioeconomic status (Whitcomb & Singh, 2020). These students encounter educational obstacles, particularly in post-secondary education, resulting in difficulty in maintaining persistent in higher education (Whitcomb & Singh, 2020). Methodology The study will adopt the Solomon Two-Group Design methodology to investigate whether increased instruction and technical interventions lead to enhanced academic or personal achievement, potentially fostering academic persistence (Solomon, 1949). A total of 14 randomized historically underrepresented, economically disadvantaged, and first-generation incoming first-year college students at a major university center in New York State will participate. Contribution This paper contributes to the body of existing knowledge by highlighting the significant of technological instruction, including workshops and training, to assist historically underrepresented, economically disadvantaged, and first-generation students in their transition to college. Findings In this study, the results indicate that the historically underrepresented, economically disadvantaged, and first-generation students who received technological instruction during the experiment demonstrated improved proficiency in using basic technology essential for college. Recommendations for Practitioners The results of this experiment indicate an increased number of students who understand how to operate technology between the pre- and post-test results. Colleges should offer targeted workshops to help historically underrepresented, economically disadvantaged, and first-generation students develop essential technological skills for academic success. Recommendations for Researchers Due to time constraints, we conducted an experiment with a two-day workshop to educate participants on using technology before completing the post-survey. Hence, it is important to acknowledge that a two-day workshop may be insufficient to educate participants on how to use certain technology essential for the transition into college. Future studies should consider a larger experiment consisting of at least 60 students, with four groups of 15 participants, a one-week instruction course, and an evaluation of the participants' academic progress after four semesters to ensure they gain understanding and proficiency in technology for college success. Impact on Society It is worth noting that historically underrepresented, economically disadvantaged, and first-generation students face disadvantages regarding technology-based equipment and knowledge (Gillis & Krull, 2022). Colleges should pay special attention to adopting technology to support these students during their first year (Mavroudi et al., 2022). Recognizing this need is not only the responsibility of educational institutions but also the students' social networks must also provide support to facilitate their success in higher education. Future Research In the future, it is recommended to conduct a larger experiment involving at least 60 students, divided into four groups of 15 participants, with a one-week instruction course. After four semesters, the participants' academic progress should be evaluated. This experiment should utilize the Solomon Four-Group Design (Solomon, 1949) to eliminate bias and determine whether instruction in using technology can increase academic achievement for historically underrepresented, economically disadvantaged, and first-generation students as they navigate their first year of college.