Pub Date : 2023-06-16DOI: 10.1080/26906015.2023.2210774
J. Kelley, A. Arce-Trigatti, Ada Haynes
ABSTRACT Despite the transformative nature of mentoring in postsecondary education, there are many students who either do not benefit from or are harmed by the practice. One such example is first-generation students. The purpose of this conceptual article is to suggest that mentoring might be enhanced by using possible selves as a theory to guide and inform the practice, especially as it relates to first-generation students. Possible selves as a mentoring practice enables a student to envision the person(s) they could become instead of simply reproducing what a mentor thinks they should become. This approach recognizes all the forms of capital that first-generation students hold.
{"title":"A Road Less Traveled: Possible Selves as a Theory for Mentoring First-Generation Students","authors":"J. Kelley, A. Arce-Trigatti, Ada Haynes","doi":"10.1080/26906015.2023.2210774","DOIUrl":"https://doi.org/10.1080/26906015.2023.2210774","url":null,"abstract":"ABSTRACT Despite the transformative nature of mentoring in postsecondary education, there are many students who either do not benefit from or are harmed by the practice. One such example is first-generation students. The purpose of this conceptual article is to suggest that mentoring might be enhanced by using possible selves as a theory to guide and inform the practice, especially as it relates to first-generation students. Possible selves as a mentoring practice enables a student to envision the person(s) they could become instead of simply reproducing what a mentor thinks they should become. This approach recognizes all the forms of capital that first-generation students hold.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116919405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/26906015.2023.2224114
J. McCain, Josipa Roksa
ABSTRACT The literature on first-generation college students largely focuses on the challenges they may experience in college, and this orientation extends to studies of graduate students. We contribute to an asset-based understanding of first-generation student experiences by illuminating how first-generation students in a selective law school use their background as a cultural resource. Using qualitative interviews with 16 first-generation law students, findings reveal how students draw on their backgrounds as a source of motivation and purpose, social support, resourcefulness, and appreciation for the value of difference. Presented findings have important implications for understanding first-generation student experiences in professional school settings and background-specific resources that help facilitate success in graduate school.
{"title":"“It’s a Strength That I Draw From”: First-Generation Background as a Cultural Resource in Law School","authors":"J. McCain, Josipa Roksa","doi":"10.1080/26906015.2023.2224114","DOIUrl":"https://doi.org/10.1080/26906015.2023.2224114","url":null,"abstract":"ABSTRACT The literature on first-generation college students largely focuses on the challenges they may experience in college, and this orientation extends to studies of graduate students. We contribute to an asset-based understanding of first-generation student experiences by illuminating how first-generation students in a selective law school use their background as a cultural resource. Using qualitative interviews with 16 first-generation law students, findings reveal how students draw on their backgrounds as a source of motivation and purpose, social support, resourcefulness, and appreciation for the value of difference. Presented findings have important implications for understanding first-generation student experiences in professional school settings and background-specific resources that help facilitate success in graduate school.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131347677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/26906015.2023.2231024
Sabrina L Thurman, Oscar R. Miranda Tapia
ABSTRACT Despite multiple obstacles, first-generation college students (FGCS) can transition to and persist throughout higher education successfully. Prior literature emphasizes the importance of supporting diverse students in relationship-rich, learner-centered educational environments. This reflective manuscript describes the development and implementation of a strengths-based peer mentoring program in which FGCS supported each other’s success. First-year FGCS were matched with peer mentors, who met regularly and participated in monthly programming designed to foster reflection and development of strategies for success in college. Challenges and lessons learned are discussed in conjunction with feedback from program participants to inform future FCGS peer mentoring programs.
{"title":"Considerations for Designing and Implementing a First-Generation College Student Peer Mentoring Program","authors":"Sabrina L Thurman, Oscar R. Miranda Tapia","doi":"10.1080/26906015.2023.2231024","DOIUrl":"https://doi.org/10.1080/26906015.2023.2231024","url":null,"abstract":"ABSTRACT Despite multiple obstacles, first-generation college students (FGCS) can transition to and persist throughout higher education successfully. Prior literature emphasizes the importance of supporting diverse students in relationship-rich, learner-centered educational environments. This reflective manuscript describes the development and implementation of a strengths-based peer mentoring program in which FGCS supported each other’s success. First-year FGCS were matched with peer mentors, who met regularly and participated in monthly programming designed to foster reflection and development of strategies for success in college. Challenges and lessons learned are discussed in conjunction with feedback from program participants to inform future FCGS peer mentoring programs.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127166624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/26906015.2023.2222049
B. Silver
ABSTRACT Efforts to support first-generation college students (FGCS) benefit from research on how these students make meaning of their identities and experiences. Drawing from in-depth interviews with 40 students, the present study explores student meaning making within a First-gen Forward Institution, recognized for its commitment to FGCS success. Findings reveal that participants interpreted their first-generation identities and experiences in a diverse range of ways. Specifically, students described being FGCS as a source of (1) pride and motivation, (2) constraints, (3) community, and (4) marginalization. Students linked these perceptions to their lived experiences in college. Implications for research and practice are explored.
{"title":"Interpreting First-Generation Identities and Experiences: Exploring Student Meaning Making at a First-Gen Forward Institution","authors":"B. Silver","doi":"10.1080/26906015.2023.2222049","DOIUrl":"https://doi.org/10.1080/26906015.2023.2222049","url":null,"abstract":"ABSTRACT Efforts to support first-generation college students (FGCS) benefit from research on how these students make meaning of their identities and experiences. Drawing from in-depth interviews with 40 students, the present study explores student meaning making within a First-gen Forward Institution, recognized for its commitment to FGCS success. Findings reveal that participants interpreted their first-generation identities and experiences in a diverse range of ways. Specifically, students described being FGCS as a source of (1) pride and motivation, (2) constraints, (3) community, and (4) marginalization. Students linked these perceptions to their lived experiences in college. Implications for research and practice are explored.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126366188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/26906015.2023.2222050
Lynn Zlotkowski
ABSTRACT This narrative research study examined the college transition stories of first-generation college students who participated in Division III athletics. Using Schlossberg’s Transition Theory as a framework, interviews were conducted with eight participants who actively participated in Division III athletics. Themes that emerged were: college as home and team as family, self-reliance, and overcoming imposter syndrome twice. Findings suggest opportunities for college administrators to help first-generation college student-athletes to feel a sense of belonging early in the college transition process, prioritize building a culture of support, and avoid assumptions of the competencies of incoming students to foster an environment of inclusion.
{"title":"The Unique Challenges and Demands of First-Generation College Students Who Participate in Division III Athletics","authors":"Lynn Zlotkowski","doi":"10.1080/26906015.2023.2222050","DOIUrl":"https://doi.org/10.1080/26906015.2023.2222050","url":null,"abstract":"ABSTRACT This narrative research study examined the college transition stories of first-generation college students who participated in Division III athletics. Using Schlossberg’s Transition Theory as a framework, interviews were conducted with eight participants who actively participated in Division III athletics. Themes that emerged were: college as home and team as family, self-reliance, and overcoming imposter syndrome twice. Findings suggest opportunities for college administrators to help first-generation college student-athletes to feel a sense of belonging early in the college transition process, prioritize building a culture of support, and avoid assumptions of the competencies of incoming students to foster an environment of inclusion.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124057504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/26906015.2022.2156826
Carly W. Thornhill, Caroline M. Wied, Mikaela Spooner, Aileen Terrazas, Tyler S. Evans
ABSTRACT This study uses data from the Healthy Minds Study national dataset of first-generation college students of color (N = 853) to examine the relationship between students’ sense of belonging and college involvement factors such as extracurricular activities, diversity exposure, residence, and academic impairment. Results from the hierarchical multiple regression (HMR) model predicted 18.9% of the variability in sense of belonging. The model showed a statistically significant association between sense of belonging and the college involvement factors of academic impairment, campus diversity, and extracurricular involvement. Implications for first-generation college students of color and institutions will be discussed.
{"title":"Factors of College Involvement and Belonging for First-Generation Students of Color","authors":"Carly W. Thornhill, Caroline M. Wied, Mikaela Spooner, Aileen Terrazas, Tyler S. Evans","doi":"10.1080/26906015.2022.2156826","DOIUrl":"https://doi.org/10.1080/26906015.2022.2156826","url":null,"abstract":"ABSTRACT This study uses data from the Healthy Minds Study national dataset of first-generation college students of color (N = 853) to examine the relationship between students’ sense of belonging and college involvement factors such as extracurricular activities, diversity exposure, residence, and academic impairment. Results from the hierarchical multiple regression (HMR) model predicted 18.9% of the variability in sense of belonging. The model showed a statistically significant association between sense of belonging and the college involvement factors of academic impairment, campus diversity, and extracurricular involvement. Implications for first-generation college students of color and institutions will be discussed.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129662807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/26906015.2023.2171823
Krista M. Soria, Audriana Cole
ABSTRACT The purpose of this study was to discover if leadership education has an effect on first-generation students’ social capital development. We used a propensity score analysis on a multi-institutional sample of students enrolled at 69 colleges and universities in spring 2021 to construct matched pairs of students who did and did not participate in leadership education (n = 2,560). The results of ordinary least squares regression suggest that leadership education has a significant and positive effect on first-generation students’ social capital development controlling for pre-college, demographic, collegiate, and institutional variables.
{"title":"Leadership Education and First-Generation Students’ Social Capital Development","authors":"Krista M. Soria, Audriana Cole","doi":"10.1080/26906015.2023.2171823","DOIUrl":"https://doi.org/10.1080/26906015.2023.2171823","url":null,"abstract":"ABSTRACT The purpose of this study was to discover if leadership education has an effect on first-generation students’ social capital development. We used a propensity score analysis on a multi-institutional sample of students enrolled at 69 colleges and universities in spring 2021 to construct matched pairs of students who did and did not participate in leadership education (n = 2,560). The results of ordinary least squares regression suggest that leadership education has a significant and positive effect on first-generation students’ social capital development controlling for pre-college, demographic, collegiate, and institutional variables.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122661343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/26906015.2023.2180786
Krista M. Soria
ABSTRACT The purpose of this study was to examine whether first-generation students with disabilities at community colleges experience different rates in food and housing insecurity compared to their peers during the COVID-19 pandemic. First-generation students with multiple disabilities, a psychological disorder, another disability or medical condition not offered in the survey, and chronic illness had increased odds of experiencing food and housing insecurity; first-generation students with physical disabilities and cognitive, learning, or neurological disorders or disabilities had increased odds of experiencing food insecurity; and continuing-generation students with multiple disabilities also had increased odds of experiencing food and housing insecurity.
{"title":"Basic Needs Insecurity Among First-Generation Community College Students With Disabilities During the COVID-19 Pandemic","authors":"Krista M. Soria","doi":"10.1080/26906015.2023.2180786","DOIUrl":"https://doi.org/10.1080/26906015.2023.2180786","url":null,"abstract":"ABSTRACT The purpose of this study was to examine whether first-generation students with disabilities at community colleges experience different rates in food and housing insecurity compared to their peers during the COVID-19 pandemic. First-generation students with multiple disabilities, a psychological disorder, another disability or medical condition not offered in the survey, and chronic illness had increased odds of experiencing food and housing insecurity; first-generation students with physical disabilities and cognitive, learning, or neurological disorders or disabilities had increased odds of experiencing food insecurity; and continuing-generation students with multiple disabilities also had increased odds of experiencing food and housing insecurity.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126666706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/26906015.2023.2180719
Christopher J. Broadhurst, Sonja Ardoin, Shannon Williamson
ABSTRACT While first-generation college students can face common barriers, there are sometimes unique regional differences that can provide nuances to understanding the needs of this group. Louisiana has a higher proportion of first-generation college students, compared to the national average, and the region has endured multiple natural disasters the past few years. Based on reflections from students and staff from a unique program in New Orleans, this manuscript explores the successes of the program and resilience of its students, offering suggestions for best practices.
{"title":"Providing Pathways for First-Generation College Student Success","authors":"Christopher J. Broadhurst, Sonja Ardoin, Shannon Williamson","doi":"10.1080/26906015.2023.2180719","DOIUrl":"https://doi.org/10.1080/26906015.2023.2180719","url":null,"abstract":"ABSTRACT While first-generation college students can face common barriers, there are sometimes unique regional differences that can provide nuances to understanding the needs of this group. Louisiana has a higher proportion of first-generation college students, compared to the national average, and the region has endured multiple natural disasters the past few years. Based on reflections from students and staff from a unique program in New Orleans, this manuscript explores the successes of the program and resilience of its students, offering suggestions for best practices.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131444239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-16DOI: 10.1080/26906015.2022.2137444
Sarah Slates, Carmen Moedano
ABSTRACT In this Notes From the Field essay, we bring together clinical practice and administrative experiences to explore and anticipate the psychosocial experiences of first-generation MSW students. Our goal is to offer programmatic suggestions that reflect the strengths and challenges of first-generation graduate students in social work programs and beyond. We begin by highlighting the unique psychosocial experiences of students with a mix of brief case vignettes illustrating themes shared in clinical practice. We then outline responsive programmatic approaches including entry, first-year, and ongoing student support services within a graduate school of social work.
{"title":"Responding to the Psychosocial Experiences of First-Generation Master of Social Work (MSW) Students","authors":"Sarah Slates, Carmen Moedano","doi":"10.1080/26906015.2022.2137444","DOIUrl":"https://doi.org/10.1080/26906015.2022.2137444","url":null,"abstract":"ABSTRACT In this Notes From the Field essay, we bring together clinical practice and administrative experiences to explore and anticipate the psychosocial experiences of first-generation MSW students. Our goal is to offer programmatic suggestions that reflect the strengths and challenges of first-generation graduate students in social work programs and beyond. We begin by highlighting the unique psychosocial experiences of students with a mix of brief case vignettes illustrating themes shared in clinical practice. We then outline responsive programmatic approaches including entry, first-year, and ongoing student support services within a graduate school of social work.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114364428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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