| The aim of this qualitative, phenomenological study was to explore the experiences of adults from socioeconomically disadvantaged backgrounds concerning the role of previous social skills instruction in helping them to develop social competencies. Social skills are an important facet of transition from youth and adolescence to adulthood and include academic performance, the pursuit of higher education, achievement of goals, and peer interaction. These necessary skills significantly aid an individual with successfully navigating through life and productively contributing to society. Unfortunately, socioeconomically disadvantaged populations demonstrate a lack of social competencies acquisition. Ten adults from socioeconomically disadvantaged backgrounds ranging in ages 19--35 years, who were previously instructed with social competencies academic program models were included in this study. A semi-structured interview process was utilized with five participants. The other five study members completed written responses, and the total of ten study members combined to participate in a focus group. Research findings revealed various sub-themes included in the study participants' responses that emerged from the guiding themes of personal, academic success, collegiate admittance, achievement of goals, and peer communication. Study participants communicated a positive influence of primary and secondary social skills acquisition instruction on their personal, academic performance, pursuit of higher education, and achievement of goals. Moreover, they communicated and demonstrated a positive influence of primary and secondary social skills acquisition instruction on peer interaction, dialogue, and diverse viewpoints. It was the researcher's desire to contribute to and advance Social Cognitive Career Theory (SCCT) because it contemplates the consequences of circumstantial supports with first generation college students (which can include the socioeconomically disadvantaged). These supports can include social competencies instructional program models, which are an important aspect of this study. |
