Pub Date : 2022-10-28DOI: 10.1080/26906015.2022.2117671
Dawn Y. Matthews, J. Ford, Cassandra R. Kepple
ABSTRACT Research shows positive student perceptions on advising are associated with communication methods and advising styles. Despite the benefits of advising, first-generation Students of Color remain less likely to utilize academic advising services. The authors conducted two focus groups with 29 first-generation Students of Color to better understand their experiences with academic advising. Findings from this qualitative study highlight students’ empathy for staff with high advising caseloads, personal experiences of microaggressions associated with their race and/or first-generation status, and challenges with understanding advising practices. The study concludes with recommendations for advisors and administrators working with first-generation Students of Color.
{"title":"Building First-Generation Student Satisfaction for Students of Color: The Role of Academic Advising","authors":"Dawn Y. Matthews, J. Ford, Cassandra R. Kepple","doi":"10.1080/26906015.2022.2117671","DOIUrl":"https://doi.org/10.1080/26906015.2022.2117671","url":null,"abstract":"ABSTRACT Research shows positive student perceptions on advising are associated with communication methods and advising styles. Despite the benefits of advising, first-generation Students of Color remain less likely to utilize academic advising services. The authors conducted two focus groups with 29 first-generation Students of Color to better understand their experiences with academic advising. Findings from this qualitative study highlight students’ empathy for staff with high advising caseloads, personal experiences of microaggressions associated with their race and/or first-generation status, and challenges with understanding advising practices. The study concludes with recommendations for advisors and administrators working with first-generation Students of Color.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117168883","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 : 2022-09-02DOI: 10.1080/26906015.2022.2115327
Kayon A. Hall
ABSTRACT A growing number of first-generation undocu/DACAmented students are present on college campuses who come from various racial and ethnic groups. Research examining the educational experiences of first-generation undocu/DACAmented Black students has been largely absent despite their presence on college campuses. Universities are spaces that perpetuate epistemic injustice, yet how epistemic injustice impacts the lives of undocumented Black students is unexamined. This qualitative study explores how higher education faculty, staff, and administrators render undocumented Black students invisible as narrated through their stories. Findings suggest that undocumented Black students are hidden in plain sight and face identity-related challenges. This research sheds light on a population that is woefully understudied and alerts higher education and student affairs (HESA) faculty and professionals to the existence and realities of undocumented Black students.
{"title":"Undocumented Black Students and Hermeneutical Injustice: Higher Education’s Role in Leaving Them Out of the Undocumented Conversation","authors":"Kayon A. Hall","doi":"10.1080/26906015.2022.2115327","DOIUrl":"https://doi.org/10.1080/26906015.2022.2115327","url":null,"abstract":"ABSTRACT A growing number of first-generation undocu/DACAmented students are present on college campuses who come from various racial and ethnic groups. Research examining the educational experiences of first-generation undocu/DACAmented Black students has been largely absent despite their presence on college campuses. Universities are spaces that perpetuate epistemic injustice, yet how epistemic injustice impacts the lives of undocumented Black students is unexamined. This qualitative study explores how higher education faculty, staff, and administrators render undocumented Black students invisible as narrated through their stories. Findings suggest that undocumented Black students are hidden in plain sight and face identity-related challenges. This research sheds light on a population that is woefully understudied and alerts higher education and student affairs (HESA) faculty and professionals to the existence and realities of undocumented Black students.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"274 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114483291","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 : 2022-09-02DOI: 10.1080/26906015.2022.2105180
Anne C. Fletcher, Brittany N. Alligood, Amy L. McCurdy
ABSTRACT College students (N = 619) self-reported psychological and resource impact of COVID-19, self-esteem, and depressive symptoms. Greater COVID-19 impact was associated with more depressive symptoms and lower self-esteem. First-generation students reported greater resource-related COVID-19 impact. Among continuing-generation students, Black students reported greater resource impact than White students. The positive association between economic COVID-19 impact and depressive symptoms was stronger for Black first-generation students than for White first-generation students or White continuing-generation students. The positive association between COVID-19 psychological impact and depressive symptoms was particularly strong among continuing-generation White students and was stronger among first-generation White students than continuing-generation Black students.
{"title":"COVID-19 Impact and Psychological Adjustment Among College Students: Variability Across Race/Ethnicity and Generational Status","authors":"Anne C. Fletcher, Brittany N. Alligood, Amy L. McCurdy","doi":"10.1080/26906015.2022.2105180","DOIUrl":"https://doi.org/10.1080/26906015.2022.2105180","url":null,"abstract":"ABSTRACT College students (N = 619) self-reported psychological and resource impact of COVID-19, self-esteem, and depressive symptoms. Greater COVID-19 impact was associated with more depressive symptoms and lower self-esteem. First-generation students reported greater resource-related COVID-19 impact. Among continuing-generation students, Black students reported greater resource impact than White students. The positive association between economic COVID-19 impact and depressive symptoms was stronger for Black first-generation students than for White first-generation students or White continuing-generation students. The positive association between COVID-19 psychological impact and depressive symptoms was particularly strong among continuing-generation White students and was stronger among first-generation White students than continuing-generation Black students.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129427612","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 : 2022-08-15DOI: 10.1080/26906015.2022.2083418
J. Chernosky
ABSTRACT There is a need for effective online learning strategies for First-Generation (FG) college students. Equity and efficacy can build academic attainment, a higher quality of life, advancement opportunities, and lifelong learning. A qualitative analysis of FG engineering students at a Tier 1 university in the Southwestern United States resulted in the identification of four concepts: (1) environmental factors, (2) self-directed learning, (3) multimedia incorporation, and (4) a sense of belonging. Lessons learned can inform educators and institutions regarding student control, modality of course design, assessment, and organizational change to enhance the FG experience and success.
{"title":"When Inclusion and Diversity Are Not Enough: A Case Study of Instructional Practices and Barriers to Success for First-Generation Engineering Students","authors":"J. Chernosky","doi":"10.1080/26906015.2022.2083418","DOIUrl":"https://doi.org/10.1080/26906015.2022.2083418","url":null,"abstract":"ABSTRACT There is a need for effective online learning strategies for First-Generation (FG) college students. Equity and efficacy can build academic attainment, a higher quality of life, advancement opportunities, and lifelong learning. A qualitative analysis of FG engineering students at a Tier 1 university in the Southwestern United States resulted in the identification of four concepts: (1) environmental factors, (2) self-directed learning, (3) multimedia incorporation, and (4) a sense of belonging. Lessons learned can inform educators and institutions regarding student control, modality of course design, assessment, and organizational change to enhance the FG experience and success.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114257583","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 : 2022-08-15DOI: 10.1080/26906015.2022.2086087
Geneva L. Sarcedo
ABSTRACT First-generation, low-income (FLI) college students of Color are less likely to complete a college degree compared to their more advantaged peers, yet little is known about the classroom and cocurricular experiences that support their achievement. Using an anti-deficit achievement framework to situate this narrative inquiry, I conducted semi-structured interviews with successful FLI college students of Color and recent graduates to understand how interactions with faculty influenced students’ success and graduation. My analysis establishes a need for additional faculty professional development around supporting marginalized students and contributes to our understanding of best practices to bolster FLI college students of Color success.
{"title":"Using Narrative Inquiry to Understand Faculty Supporting First-Generation, Low-Income College Students of Color","authors":"Geneva L. Sarcedo","doi":"10.1080/26906015.2022.2086087","DOIUrl":"https://doi.org/10.1080/26906015.2022.2086087","url":null,"abstract":"ABSTRACT First-generation, low-income (FLI) college students of Color are less likely to complete a college degree compared to their more advantaged peers, yet little is known about the classroom and cocurricular experiences that support their achievement. Using an anti-deficit achievement framework to situate this narrative inquiry, I conducted semi-structured interviews with successful FLI college students of Color and recent graduates to understand how interactions with faculty influenced students’ success and graduation. My analysis establishes a need for additional faculty professional development around supporting marginalized students and contributes to our understanding of best practices to bolster FLI college students of Color success.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130711363","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 : 2022-08-05DOI: 10.1080/26906015.2022.2086772
Sarai Koo, H. Chiu, R. T. Busse
ABSTRACT The purpose of this article is to present the evaluation and program design of a holistic college readiness camp that predominantly served first-generation, low-income students. The outcome variables included college attendance rates, intrinsic motivation, and sense of community connectedness. Pre- and post-survey data from the eight-day camp were analyzed using the Reliable Change Index to measure the program’s impact on students. Overall, students perceived having a high sense of competence and a moderately positive sense of connectedness upon completion of the camp. This study represents a potential model for community-based college access organizations to consider when conducting program evaluations.
{"title":"The Effects of a Holistic College Access Camp on First-Gen Students: A Small Group Program Evaluation Using the Reliable Change Index","authors":"Sarai Koo, H. Chiu, R. T. Busse","doi":"10.1080/26906015.2022.2086772","DOIUrl":"https://doi.org/10.1080/26906015.2022.2086772","url":null,"abstract":"ABSTRACT The purpose of this article is to present the evaluation and program design of a holistic college readiness camp that predominantly served first-generation, low-income students. The outcome variables included college attendance rates, intrinsic motivation, and sense of community connectedness. Pre- and post-survey data from the eight-day camp were analyzed using the Reliable Change Index to measure the program’s impact on students. Overall, students perceived having a high sense of competence and a moderately positive sense of connectedness upon completion of the camp. This study represents a potential model for community-based college access organizations to consider when conducting program evaluations.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124339214","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 : 2022-05-04DOI: 10.1080/26906015.2022.2080613
Casandra E. Harper, J. M. Kiyama, Alice Lee
ABSTRACT This article explores how higher education institutions are engaging and communicating with the parents and families of first-generation college students. Drawing on multiple case study data from families and staff members within a multi-year project on parent and family engagement, this article identifies what communication parents and families are receiving from institutions, how parents and staff perceive that communication, barriers to communication, and why increased communication might be desired and beneficial to first-generation college students and their families. We address communication practices between parents and institutions and find five patterns: absent, insufficient, indirect, direct–parent initiated, and direct–university initiated.
{"title":"Communication Patterns Between Institutions and the Families of First-Generation College Students: A Multiple Case Study","authors":"Casandra E. Harper, J. M. Kiyama, Alice Lee","doi":"10.1080/26906015.2022.2080613","DOIUrl":"https://doi.org/10.1080/26906015.2022.2080613","url":null,"abstract":"ABSTRACT This article explores how higher education institutions are engaging and communicating with the parents and families of first-generation college students. Drawing on multiple case study data from families and staff members within a multi-year project on parent and family engagement, this article identifies what communication parents and families are receiving from institutions, how parents and staff perceive that communication, barriers to communication, and why increased communication might be desired and beneficial to first-generation college students and their families. We address communication practices between parents and institutions and find five patterns: absent, insufficient, indirect, direct–parent initiated, and direct–university initiated.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130135641","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 : 2022-05-04DOI: 10.1080/26906015.2022.2071658
S. Mahani
ABSTRACT A majority of the current students enrolled in the United Arab Emirates’ federal colleges and universities are first-generation students. Although the number of first-generation students is high, there is a lack of information on the experiences of these students. The lack of information on the academic, social, and familial experiences of the Emirati female first-generation students stymies governmental and educational initiatives to address the special needs of these students. For that reason, investigating the problem could help identify programs and resources that can assist first-generation students meet their academic aspirations. The purpose of this qualitative case study was to gain an understanding of the academic, social, and familial experiences of first-generation Emirati students in a higher education institution in the United Arab Emirates. Six female first-generation Emirati Bachelor students from the Higher Colleges of Technology participated in open-ended, in-depth, semi-structured interviews to discuss their academic, social and familial experiences. A series of in-depth and follow-up interviews were conducted until data saturation was reached.
{"title":"Crossing the Line: The Experiences of First-Generation Emirati Female Students","authors":"S. Mahani","doi":"10.1080/26906015.2022.2071658","DOIUrl":"https://doi.org/10.1080/26906015.2022.2071658","url":null,"abstract":"ABSTRACT A majority of the current students enrolled in the United Arab Emirates’ federal colleges and universities are first-generation students. Although the number of first-generation students is high, there is a lack of information on the experiences of these students. The lack of information on the academic, social, and familial experiences of the Emirati female first-generation students stymies governmental and educational initiatives to address the special needs of these students. For that reason, investigating the problem could help identify programs and resources that can assist first-generation students meet their academic aspirations. The purpose of this qualitative case study was to gain an understanding of the academic, social, and familial experiences of first-generation Emirati students in a higher education institution in the United Arab Emirates. Six female first-generation Emirati Bachelor students from the Higher Colleges of Technology participated in open-ended, in-depth, semi-structured interviews to discuss their academic, social and familial experiences. A series of in-depth and follow-up interviews were conducted until data saturation was reached.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116816603","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 : 2022-05-04DOI: 10.1080/26906015.2022.2070443
Rachel Frankel, Karen F. Smith
ABSTRACT In our experience as mathematics professors at an open-access branch campus where first-generation students comprise more than half of the student population, we have found that, in general, first-generation students “don’t know what they don’t know.” Therefore, we have developed a number of classroom teaching strategies to level the playing field. These strategies include going over a well-organized, concise syllabus, introducing students to the learning management system, email, and required online resources, teaching students scaffolding using distributed lecture notes, building community through ice breakers and group work, and incentivizing the use of college wide resources to aid student success.
{"title":"Leveling the Playing Field Inside the Classroom","authors":"Rachel Frankel, Karen F. Smith","doi":"10.1080/26906015.2022.2070443","DOIUrl":"https://doi.org/10.1080/26906015.2022.2070443","url":null,"abstract":"ABSTRACT In our experience as mathematics professors at an open-access branch campus where first-generation students comprise more than half of the student population, we have found that, in general, first-generation students “don’t know what they don’t know.” Therefore, we have developed a number of classroom teaching strategies to level the playing field. These strategies include going over a well-organized, concise syllabus, introducing students to the learning management system, email, and required online resources, teaching students scaffolding using distributed lecture notes, building community through ice breakers and group work, and incentivizing the use of college wide resources to aid student success.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132162059","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 : 2022-05-04DOI: 10.1080/26906015.2022.2070442
Krista M. Soria, Christine Kelling, Melissa Mossinghoff, R. Beahm
ABSTRACT We analyzed data from 7,269 first-generation college students enrolled at nine large, public research-intensive universities who completed the Student Experience in the Research University (SERU) COVID-19 survey. In our sample, 40.3% of first-generation students experienced clinically significant symptoms of major depressive disorder (MDD) and 44.6% experienced clinically significant symptoms of generalized anxiety disorder (GAD)—figures higher than national averages. We discuss several individual, interpersonal, institutional, health and safety, and academic and financial stressors that were associated with first-generation students’ clinically significant MDD and GAD symptoms.
{"title":"First-Generation College Students’ Mental Health During the COVID-19 Pandemic","authors":"Krista M. Soria, Christine Kelling, Melissa Mossinghoff, R. Beahm","doi":"10.1080/26906015.2022.2070442","DOIUrl":"https://doi.org/10.1080/26906015.2022.2070442","url":null,"abstract":"ABSTRACT We analyzed data from 7,269 first-generation college students enrolled at nine large, public research-intensive universities who completed the Student Experience in the Research University (SERU) COVID-19 survey. In our sample, 40.3% of first-generation students experienced clinically significant symptoms of major depressive disorder (MDD) and 44.6% experienced clinically significant symptoms of generalized anxiety disorder (GAD)—figures higher than national averages. We discuss several individual, interpersonal, institutional, health and safety, and academic and financial stressors that were associated with first-generation students’ clinically significant MDD and GAD symptoms.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125706583","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：