INCREASING INTRINSIC MOTIVATION FOR BLACK RURAL, FIRST-GENERATION COLLEGE STUDENTS THROUGH A SUMMER BRIDGE PROGRAM AT A HISTORICALLY BLACK UNIVERSITY

Abstract

Rural students have been attending institutions of higher education in growing numbers over the last 10 years. Yet, little research has been conducted to examine the initial motivational factors amongst rural, first-generation Black students enrolled at a four-year institution. Even less research explores motivational differences among Black rural, first-generation students enrolled at a historically Black university. Self-determination theory is vastly used in research to describe motivation among individuals and the factors that increase and decrease motivation in students. Three orientations, including intrinsic motivation, extrinsic motivation, and a-motivation, are used to describe a specific student's motivation framework. This theory posits that if students integrate successfully, the impacts of the students' commitment to the institution, goals, and intrinsic motivation heighten. This, in turn, allows students to continue their educational journey. The purpose of this study was to examine how summer bridge programs assist Black rural, first-generation college students in developing intrinsic motivation and in facing the unique challenges encountered in their collegiate experience. Five summer bridge students at a historically Black university participated in this study, which was impacted by the onset of the COVID-19 pandemic. Data analysis indicated that summer immersed students exhibited higher levels of internal motivation than external motivation. Students who were not immersed in the Summer Bridge Program demonstrated higher levels of external motivation than internal motivation. Interviews invited participants to share personal narratives about their lived experiences and led to the discovery of four motivational themes, which included (a) family influence; (b) support; (c) sports; and (d) transition.