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17 pages/≈4675 words
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40 Sources
Style:
APA
Subject:
Education
Type:
Essay
Language:
English (U.S.)
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Topic:

First Generation Asian Americans: Pursuing a Graduate Degree

Essay Instructions:

CHAPTER I: INTRODUCTION
The introduction sets the stage for the specifics of the dissertation. The introduction begins with the global setting in which the problem exists and then moves systematically through the “funnel,” narrowing down the problem from the macro setting to the micro setting. Hence, the introduction provides an overall view of the subject area or general problem area and shows how it relates to a larger field of thought. The introduction provides the reader with a context for the problem the introduction typically does not exceed three to four pages.
Background
The background section of Chapter I provides the research foundation leading to the problem and purpose statements. This section presents the most relevant pieces of research (citations) that support the study. This section is usually five to seven pages in length. Chapter II greatly expands of the research presented in this section of Chapter I.
Statement of the Research Problem
The underlying justification for the proposed research is stated in the problem statement. It is an important part of the study, providing direction for all remaining components of the dissertation. After reading the problem statement, the reader should know precisely why the study is being conducted and be convinced of its importance. Not only must the reader be convinced that there is a pressing problem or need that requires closer examination or improvement, but also that the proposed study will attempt to answer an aspect of this problem in a unique and scholarly manner. Finally, the problem statement serves as an invitation to the study. A problem statement in and of itself can be relatively brief. A reasonable guideline is four to five paragraphs including citations.
Purpose Statement
The purpose statement is usually written in a single sentence, paragraph, or a series of statements clearly stating what the researcher intends to find out. The purpose statement begins to explain how and why the variables of the problem are related.
Research Questions
Research questions are questions in quantitative or qualitative research that narrow the purpose statement to specific questions that researchers seek to answer. Researchers typically state multiple research questions so that they can fully explore a topic.
Significance of the Problem
The researcher needs to convince readers of the importance and need for the study. In addition, the argument must be supported by writings of experts who have identified the problem as important and have urged that research be conducted about it. The research must show specific data that indicate the severity of the problem and the need to resolve it.
Definitions
This section provides definitions of all terms that are relevant to the study. Often, there are theoretical definitions that give meaning in terms of the theories of a specific discipline in addition to operational definitions.
Theoretical definitions come from previous research studies. Many times theoretical definitions are important to understanding operational definitions. The operational definitions indicate how the terms are used in the study, grounded in the theoretical definition.
Operational definitions serve two essential purposes: (a) They establish the rules and procedures the research investigator will use to measure the key variables of the study, and (b) they provide unambiguous meaning to terms that otherwise might be interpreted in different ways. Every research proposal must include operational definitions of major variables and terms.
Delimitations
The delimitations clarify the boundaries of the study. Delimitations specify how the researcher has narrowed the scope of the study. The researcher sets the boundaries of the study in terms of what or who is included.
Organization of the Study/Conclusion
In one paragraph, describe what the remainder of the study will encompass.

Essay Sample Content Preview:
First Generation Asian Americans: Factors for Pursuing a Graduate Degree Student’s Name School of Education Submitted in partial fulfillment of the requirements for the degree of Masters of Counselling Month Year Committee in Charge First Generation Asian Americans: Factors for Pursuing a Graduate Degree Chapter I Introduction to the Problem Literacy in the modern environment is not only regarded as an approach to eliminate ignorance but also as a prerequisite to better living (Naik & Padmini, 2014). Better living in this aspect could be perceived as gaining employment as a result of the commendable job done while in school. Moreover, the American National Institute for Literacy (2007) and the Education Development Centre (2000), an international non-governmental and nonprofit organization, perceive literacy as an imperative element to today’s survival. Moreover, the Australian government does not only view it as vital to a person’s socioeconomic or educational future, but also for the nation’s role in international affairs. People who have acquired this skill are of immense value to the world and working population as they can relate to “written, numerate, and visual codes and conventions” (Penn-Edwards, 2011). Despite the preconceived benefits of having an educated population, several factors exacerbate this possibility, especially if we are talking about the minorities. There is no denial as to the essence of education in the upward mobility of the lower and middle-class individuals. On the other hand, the growth of the Asian population at a pace that is four times faster than the entire United States (U.S.) between 2000 and 2010 highlights increased diversity (Kim, 2018). The acquisition of a graduate degree among racial minorities has become more prevalent among first-generation students. In the same breath, first-generation students face several struggles such as inability to fully integrate into the campus community, struggling grade point averages (GPAs), lack of family support, and poor graduation rates (Mehta, Newbold, & O’Rourke, 2011). In contrast, these factors can be reversed to play a significant and supporting role in the progression of these students’ careers. Taking into account the socio-economic conditions that surround first-generation students, it is necessary to establish their achievement and success-factors. Research on first-generation students indicates that they face severe challenges and thus, unlikely to join a graduate school in comparison to continuing-generation students. Minimal literature is existent in regards to the motivational factors that lead them to further their studies. Background of the Problem First-generation students refer to students whose parents were unable to attain a college degree. In the 2007-2008 period, this number stood at an astonishing 55.9% level (U.S. Department of Education, 2018). A report formulated from various national surveys in the ‘90s indicates that “while 34.2% of college graduates with one or two parents who graduated from college enrolled in graduate programs, only 24.6% of graduates whose parents’ formal education ended with one or two high school diplomas did likewise” (Kniffin, 2007). It takes great zeal for these st...
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