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This Concept Map has information related to: Higher education, FGCSs in terms of college-choice process, feelings of alienation, to work on their self-image, and felt they gained empowerment through stages of (1) risk-taking (2) rejection (3) reticence (4) reflection (5) resolve (Hayes, 1999), financial support family support academic preparedness personal commitment social support evidence of Family involvement, academic preparation and academic involvement (Espanola, 2004) where African Americans and Hispanics had lower GPAs and were less prepared, however, Hispanics had higher retention rates. Asians were more likely to remain in school., FGCSs at a historically Black university (majority African-American, 84.4%), motivators (Payne, 2006) related to perceived potential barriers, barriers to graduation such as financial support family support academic preparedness personal commitment social support, factors (Amelink, 2005) in relation to race (Amelink, 2005), athletic scholarship probably due to few having received athletic scholarships, college-choice process by using the Cooperative Institutional Research Program (CIRP) with 20,094 students at 4-year public institutions (Merranko, 2005)