Pub Date : 2022-01-02DOI: 10.1080/26906015.2022.2027220
Jennette Allen-McCombs
ABSTRACT In this study, the author examines how minoritized first-generation college students’ participation in a recruitment and retention program at a small, rural, predominantly White college impacted their success. Several factors affecting their lived experiences are highlighted, including peer influences, institutional conditions, and the sociopolitical climate. Focus groups provide qualitative insight into how participants cultivated community cultural assets during challenging circumstances to persist and graduate. Their post-graduation lives are explored, and the significance of their experiences is shown in relation to their career and life outcomes.
{"title":"Using the Cultural Wealth Framework to Examine How Institutional Conditions Impact Minoritized First-Generation College Students’ Success and Life Outcomes","authors":"Jennette Allen-McCombs","doi":"10.1080/26906015.2022.2027220","DOIUrl":"https://doi.org/10.1080/26906015.2022.2027220","url":null,"abstract":"ABSTRACT In this study, the author examines how minoritized first-generation college students’ participation in a recruitment and retention program at a small, rural, predominantly White college impacted their success. Several factors affecting their lived experiences are highlighted, including peer influences, institutional conditions, and the sociopolitical climate. Focus groups provide qualitative insight into how participants cultivated community cultural assets during challenging circumstances to persist and graduate. Their post-graduation lives are explored, and the significance of their experiences is shown in relation to their career and life outcomes.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133243209","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 : 2022-01-02DOI: 10.1080/26906015.2021.2018269
G. McCarron
ABSTRACT The complexities of the first-generation college student journey may change how these students experience well-being — both what contributes to and detracts from it. As such, this study was conducted to deepen understanding of first-generation college students’ lived experiences in relation to their well-being. This work shares findings from an interpretive, constructivist qualitative study grounded in interviews with 11 undergraduate, first-generation college students at a large, public, four-year institution in the Mid-Atlantic. Findings underscore connections between students’ well-being and their goals, their on/off campus relationships, and their multiple identities. Implications for supporting first-generation college students’ well-being are discussed.
{"title":"First and Flourishing?: An Exploration of How First-Generation College Students Make Meaning of Their Well-Being Through Purpose, Relationships, and Multiple Identities","authors":"G. McCarron","doi":"10.1080/26906015.2021.2018269","DOIUrl":"https://doi.org/10.1080/26906015.2021.2018269","url":null,"abstract":"ABSTRACT The complexities of the first-generation college student journey may change how these students experience well-being — both what contributes to and detracts from it. As such, this study was conducted to deepen understanding of first-generation college students’ lived experiences in relation to their well-being. This work shares findings from an interpretive, constructivist qualitative study grounded in interviews with 11 undergraduate, first-generation college students at a large, public, four-year institution in the Mid-Atlantic. Findings underscore connections between students’ well-being and their goals, their on/off campus relationships, and their multiple identities. Implications for supporting first-generation college students’ well-being are discussed.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"158 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131477616","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 : 2022-01-02DOI: 10.1080/26906015.2022.2065109
Rebecca Covarrubias, Giselle Laiduc, I. Valle
ABSTRACT Minoritized students — low-income, first-generation students of color — leverage skills when navigating higher education. Yet, institutions often misrecognize this navigational capital, rendering it invaluable and missing an opportunity to learn from students. We explored how 16 first-year minoritized students — who participated in a counterspace aimed to affirm their experiences — translated their navigational capital into feedback for institutional change. Through surveys, students reported that institutional practices perpetuated misrecognition by privileging Whiteness; endorsing deficit assumptions about students’ abilities; and making campus resources inaccessible. Activating their navigational capital, students offered concrete advice for how institutions can better recognize and support their lived experiences.
{"title":"What Institutions Can Learn From the Navigational Capital of Minoritized Students","authors":"Rebecca Covarrubias, Giselle Laiduc, I. Valle","doi":"10.1080/26906015.2022.2065109","DOIUrl":"https://doi.org/10.1080/26906015.2022.2065109","url":null,"abstract":"ABSTRACT Minoritized students — low-income, first-generation students of color — leverage skills when navigating higher education. Yet, institutions often misrecognize this navigational capital, rendering it invaluable and missing an opportunity to learn from students. We explored how 16 first-year minoritized students — who participated in a counterspace aimed to affirm their experiences — translated their navigational capital into feedback for institutional change. Through surveys, students reported that institutional practices perpetuated misrecognition by privileging Whiteness; endorsing deficit assumptions about students’ abilities; and making campus resources inaccessible. Activating their navigational capital, students offered concrete advice for how institutions can better recognize and support their lived experiences.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127908020","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 : 2022-01-02DOI: 10.1080/26906015.2021.2014287
Michelle Schmude, J. Bannon, Michael Yi
ABSTRACT First-generation-to-college students are a growing population in nonmetropolitan medical schools such as Geisinger Commonwealth School of Medicine (GCSOM) in Scranton, PA. GCSOM and other medical schools routinely assess their efforts to ensure equal opportunities for first- and continuing-generation medical students. The authors examined a cohort of these student groups at GCSOM in terms of transition to residency and found that first-generation-to-college students were not disadvantaged compared to continuing-generation students. Clearly, many factors are involved in successful transition to residency, and ongoing research focuses on identifying and mitigating differences among males and females in first- and continuing-generation students.
{"title":"The Academic Performance of First-Generation-to-College Medical Students as They Transition to Residency","authors":"Michelle Schmude, J. Bannon, Michael Yi","doi":"10.1080/26906015.2021.2014287","DOIUrl":"https://doi.org/10.1080/26906015.2021.2014287","url":null,"abstract":"ABSTRACT First-generation-to-college students are a growing population in nonmetropolitan medical schools such as Geisinger Commonwealth School of Medicine (GCSOM) in Scranton, PA. GCSOM and other medical schools routinely assess their efforts to ensure equal opportunities for first- and continuing-generation medical students. The authors examined a cohort of these student groups at GCSOM in terms of transition to residency and found that first-generation-to-college students were not disadvantaged compared to continuing-generation students. Clearly, many factors are involved in successful transition to residency, and ongoing research focuses on identifying and mitigating differences among males and females in first- and continuing-generation students.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114207124","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 : 2021-09-02DOI: 10.1080/26906015.2021.1983402
Giselle Laiduc, Sarah Herrmann, Rebecca Covarrubias
ABSTRACT Role models improve outcomes for historically marginalized students by demonstrating that similar others are capable of success. Yet, little research has examined the impact of first-generation role models. The current studies investigate whether highlighting first-generation faculty increases first-generation students’ help-seeking intentions and belonging. Compared to continuing-generation students, first-generation students demonstrate higher relatability, intention to visit office hours (Study 1), and higher belonging (Study 2) when viewing first-generation versus continuing-generation faculty webpages. These effects occur only when first-generation identity is explicit (Study 3). This research provides initial evidence of the effectiveness of first-generation faculty campaigns, with potential to inform future initiatives.
{"title":"Relatable Role Models: An Online Intervention Highlighting First-Generation Faculty Benefits First-Generation Students","authors":"Giselle Laiduc, Sarah Herrmann, Rebecca Covarrubias","doi":"10.1080/26906015.2021.1983402","DOIUrl":"https://doi.org/10.1080/26906015.2021.1983402","url":null,"abstract":"ABSTRACT Role models improve outcomes for historically marginalized students by demonstrating that similar others are capable of success. Yet, little research has examined the impact of first-generation role models. The current studies investigate whether highlighting first-generation faculty increases first-generation students’ help-seeking intentions and belonging. Compared to continuing-generation students, first-generation students demonstrate higher relatability, intention to visit office hours (Study 1), and higher belonging (Study 2) when viewing first-generation versus continuing-generation faculty webpages. These effects occur only when first-generation identity is explicit (Study 3). This research provides initial evidence of the effectiveness of first-generation faculty campaigns, with potential to inform future initiatives.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116941040","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 : 2021-09-02DOI: 10.1080/26906015.2021.2004081
A. Medina, C. Chen, J. Doyle, G. Sonnert, P. Sadler
ABSTRACT Prior research examined career interests of first-generation and of Hispanic students in science, technology, engineering, and mathematics (STEM), but less is known about how career outcome expectations (COEs) motivate career interests of students at the intersection: Hispanic first-generation college students. Surveying 15,725 students from 119 U.S. universities in a nationally representative stratified random sample, we found two COEs—being innovative and communal—were strongly associated with STEM career interest; however, these effects were attenuated among Hispanic first-generation college students. Our findings suggested that the COEs that typically influence STEM interest may not apply to Hispanic first-generation college students—a growing population in higher education and STEM.
{"title":"The Association of Career Outcome Expectations and STEM Career Choice Among Hispanic First-Generation Students: A Unique Pattern","authors":"A. Medina, C. Chen, J. Doyle, G. Sonnert, P. Sadler","doi":"10.1080/26906015.2021.2004081","DOIUrl":"https://doi.org/10.1080/26906015.2021.2004081","url":null,"abstract":"ABSTRACT Prior research examined career interests of first-generation and of Hispanic students in science, technology, engineering, and mathematics (STEM), but less is known about how career outcome expectations (COEs) motivate career interests of students at the intersection: Hispanic first-generation college students. Surveying 15,725 students from 119 U.S. universities in a nationally representative stratified random sample, we found two COEs—being innovative and communal—were strongly associated with STEM career interest; however, these effects were attenuated among Hispanic first-generation college students. Our findings suggested that the COEs that typically influence STEM interest may not apply to Hispanic first-generation college students—a growing population in higher education and STEM.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127083854","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 : 2021-09-02DOI: 10.1080/26906015.2021.1993731
Martha Enciso, Felipe Martínez
ABSTRACT Mentoring relationships between faculty, staff, and Latino college students play a pivotal role in their student success and sense of belonging. This personal reflection highlights how cross divisional collaborations in student affairs and academic affairs led to the creation of formal and informal mentoring relationships for Latino male students involved in a program for first-generation, low-income college students. The voices of three Latino students will be utilized to emphasize how strategic collaborations led to their enhanced sense of belonging and success at their institution.
{"title":"Expanding Goal Aspiration for Low-Income, First-Generation, Latino Males Through Faculty, Staff, and Student Relationships","authors":"Martha Enciso, Felipe Martínez","doi":"10.1080/26906015.2021.1993731","DOIUrl":"https://doi.org/10.1080/26906015.2021.1993731","url":null,"abstract":"ABSTRACT Mentoring relationships between faculty, staff, and Latino college students play a pivotal role in their student success and sense of belonging. This personal reflection highlights how cross divisional collaborations in student affairs and academic affairs led to the creation of formal and informal mentoring relationships for Latino male students involved in a program for first-generation, low-income college students. The voices of three Latino students will be utilized to emphasize how strategic collaborations led to their enhanced sense of belonging and success at their institution.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121004999","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 : 2021-09-02DOI: 10.1080/26906015.2021.1985929
Tam Le Rovitto
ABSTRACT Students who seek mental health services on campus have been found to improve personal, professional, and social functioning. However, first-generation college students (FGCS) are likely to experience greater emotional and psychological stress but are less likely to access college counseling centers (CCC) services. This qualitative study examined the experiences of CCC clinicians in working with FGCS. Three overarching themes emerged as: FGCS’ systemic obstacles, common presenting concerns, and building on resilience. Clinicians’ experiences were influenced by their clinical training and understanding of FGCS’ narratives and assets. They emphasized the importance of FGCS resilience and the utilization of humility and empowerment to promote FGCS growth. Clinicians indicated the need for specialized training to best support, advocate, and build on FGCS resilience.
{"title":"Narratives and Assets: Enhancing Counseling Center Clinicians’ Knowledge and Skills in Working With First-Generation College Students","authors":"Tam Le Rovitto","doi":"10.1080/26906015.2021.1985929","DOIUrl":"https://doi.org/10.1080/26906015.2021.1985929","url":null,"abstract":"ABSTRACT Students who seek mental health services on campus have been found to improve personal, professional, and social functioning. However, first-generation college students (FGCS) are likely to experience greater emotional and psychological stress but are less likely to access college counseling centers (CCC) services. This qualitative study examined the experiences of CCC clinicians in working with FGCS. Three overarching themes emerged as: FGCS’ systemic obstacles, common presenting concerns, and building on resilience. Clinicians’ experiences were influenced by their clinical training and understanding of FGCS’ narratives and assets. They emphasized the importance of FGCS resilience and the utilization of humility and empowerment to promote FGCS growth. Clinicians indicated the need for specialized training to best support, advocate, and build on FGCS resilience.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124654417","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 : 2021-09-02DOI: 10.1080/26906015.2021.1960119
T. Montoya, E. Martínez
ABSTRACT This dialog, in the form of a counternarrative, culminates our experiences as part of an internship program called “Interns-to-Scholars” (I2S). I2S moves beyond the classroom to offer students opportunities to engage in applied learning, research, and scholarship. As such, our conversation is through the auspices of I2S as opposed to a detailed analysis of the program. We share this exchange to allow others to consider both the importance of programs like I2S and to specifically understand the significance of collaborative learning outside the classroom. The dialog exemplifies our very own first-generation success.
{"title":"Interns-to-Scholars: First-Generation Success Beyond the Classroom","authors":"T. Montoya, E. Martínez","doi":"10.1080/26906015.2021.1960119","DOIUrl":"https://doi.org/10.1080/26906015.2021.1960119","url":null,"abstract":"ABSTRACT This dialog, in the form of a counternarrative, culminates our experiences as part of an internship program called “Interns-to-Scholars” (I2S). I2S moves beyond the classroom to offer students opportunities to engage in applied learning, research, and scholarship. As such, our conversation is through the auspices of I2S as opposed to a detailed analysis of the program. We share this exchange to allow others to consider both the importance of programs like I2S and to specifically understand the significance of collaborative learning outside the classroom. The dialog exemplifies our very own first-generation success.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134374213","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 : 2021-09-02DOI: 10.1080/26906015.2021.2005413
Rashné R. Jehangir, Lindsay Romasanta
David Adjaya is a Ghanaian-British architect, who designed the National Museum of African American History and Culture, on the Mall in Washington, D.C. His words about context with regard to place and belonging are as salient to the structure of higher education as they are to a design of a building, a museum, or a stairway. Building this journal has been a form of architecture to create a space that invites a new way of situating the firstgeneration student experience. It has required a foundational positionality that pushes against the old designs of higher education and invites inquiry that demands that we build, co-construct, and re-shape the academy with close attention to the changing context of our students so that they can indeed become a “part of the place” rather than guests at the outskirts of the rooms. This third issue of Volume 1 is a careful curation of scholars and practitioners, whose research and perspective attend to both the problems of old design, but also counternarratives and approaches to new models that better prepare institutions for this new majority of first-generation college students, graduate students, and professionals. Situating the FG experience in the context of race, class, immigrant, and familial narratives, this third issue is a demonstration of applied scholarship. Volume 1, Issue 3, features three research articles, and two Notes From the Field. In the article “Relatable Role Models: An Online Intervention Highlighting FirstGeneration Faculty Benefits First-Generation Students,” authors Giselle Laiduc, Sarah Herrmann, and Rebecca Covarrubias highlight FG identity as a way to make faculty relatable and underscore the importance of identity cues as a means to connecting with students that open the door to office hours a little wider. This work provides evidence-based praxis for the role that faculty can play in building relationships with FG students in ways that sustain both parties. Our second research article extends this idea of relationship building in the context of identity to the mental health milieu. In “Narratives and Assets: Enhancing Counseling Center Clinicians’ Knowledge and Skills in Working With First-Generation College Students,” Tam Le Rovitto looks at systemic constraints that impact FG student access to campus mental health. Given the greater emotional and psychological stress on FG students, this research makes recommendations for specialized training to best support, advocate, and build on FGCS resilience. The third research article titled “The Association of Career Outcome Expectations and STEM Career Choice Among Hispanic First-Generation College Students: A Unique Pattern” by Anne Medina, Chen Chen, Jacqueline Doyle, Gerhard Sonnert, and Philip Sadler takes up how career expectations impact trajectories of FG Hispanic students. Their study is a reminder that diversifying the STEM workforce requires attention to a culturally JOURNAL OF FIRST-GENERATION STUDENT SUCCESS 2021, VOL. 1, NO.
David Adjaya是一位加纳裔英国建筑师，他设计了位于华盛顿特区的国家非裔美国人历史和文化博物馆。他关于地点和归属的语境，就像建筑、博物馆或楼梯的设计一样，对高等教育的结构具有重要意义。建立这个期刊是一种建筑形式，创造了一个空间，邀请了一种新的方式来定位第一代学生的体验。它需要一个基本的定位，推动高等教育的旧设计，并邀请我们建立、共同建设和重新塑造学院，密切关注学生不断变化的环境，这样他们就能真正成为“地方的一部分”，而不是房间外围的客人。第1卷的第三期是对学者和实践者的精心整理，他们的研究和观点既关注旧设计的问题，也关注新模式的反叙事和方法，这些新模式可以更好地为第一代大学生、研究生和专业人士的新多数做好制度准备。第三期将FG的经历置于种族、阶级、移民和家庭叙事的背景下，是应用学术的展示。卷1，第3期，特色三篇研究文章，和两个笔记从外地。在文章《可关联的角色榜样:强调第一代教师对第一代学生有利的在线干预》中，作者吉塞尔·莱杜克、萨拉·赫尔曼和丽贝卡·科瓦鲁比厄斯强调了FG身份是一种使教师可关联的方式，并强调了身份提示作为一种与学生联系的手段的重要性，这种手段可以为办公时间打开更大的大门。这项工作为教师在以维持双方的方式与FG学生建立关系方面发挥的作用提供了循证实践。我们的第二篇研究文章将这种在身份背景下建立关系的想法扩展到心理健康环境。在“叙述和资产:提高咨询中心临床医生与第一代大学生合作的知识和技能”中，Tam Le Rovitto着眼于影响FG学生获得校园心理健康的系统性限制。考虑到FGCS学生更大的情绪和心理压力，本研究提出了专业培训的建议，以最好地支持、倡导和建立FGCS的弹性。第三篇研究文章题为“职业结果预期与第一代西班牙裔大学生STEM职业选择的关联:一种独特的模式”，作者是Anne Medina、Chen Chen、Jacqueline Doyle、Gerhard Sonnert和Philip Sadler，研究了职业预期如何影响西班牙裔学生的发展轨迹。他们的研究提醒我们，STEM劳动力的多样化需要关注《第一代学生成功杂志》2021年第1卷第1期。3,157 - 158 https://doi.org/10.1080/26906015.2021.2005413
{"title":"(Re)-Designing Higher Education: Co-Building Space With FG Students","authors":"Rashné R. Jehangir, Lindsay Romasanta","doi":"10.1080/26906015.2021.2005413","DOIUrl":"https://doi.org/10.1080/26906015.2021.2005413","url":null,"abstract":"David Adjaya is a Ghanaian-British architect, who designed the National Museum of African American History and Culture, on the Mall in Washington, D.C. His words about context with regard to place and belonging are as salient to the structure of higher education as they are to a design of a building, a museum, or a stairway. Building this journal has been a form of architecture to create a space that invites a new way of situating the firstgeneration student experience. It has required a foundational positionality that pushes against the old designs of higher education and invites inquiry that demands that we build, co-construct, and re-shape the academy with close attention to the changing context of our students so that they can indeed become a “part of the place” rather than guests at the outskirts of the rooms. This third issue of Volume 1 is a careful curation of scholars and practitioners, whose research and perspective attend to both the problems of old design, but also counternarratives and approaches to new models that better prepare institutions for this new majority of first-generation college students, graduate students, and professionals. Situating the FG experience in the context of race, class, immigrant, and familial narratives, this third issue is a demonstration of applied scholarship. Volume 1, Issue 3, features three research articles, and two Notes From the Field. In the article “Relatable Role Models: An Online Intervention Highlighting FirstGeneration Faculty Benefits First-Generation Students,” authors Giselle Laiduc, Sarah Herrmann, and Rebecca Covarrubias highlight FG identity as a way to make faculty relatable and underscore the importance of identity cues as a means to connecting with students that open the door to office hours a little wider. This work provides evidence-based praxis for the role that faculty can play in building relationships with FG students in ways that sustain both parties. Our second research article extends this idea of relationship building in the context of identity to the mental health milieu. In “Narratives and Assets: Enhancing Counseling Center Clinicians’ Knowledge and Skills in Working With First-Generation College Students,” Tam Le Rovitto looks at systemic constraints that impact FG student access to campus mental health. Given the greater emotional and psychological stress on FG students, this research makes recommendations for specialized training to best support, advocate, and build on FGCS resilience. The third research article titled “The Association of Career Outcome Expectations and STEM Career Choice Among Hispanic First-Generation College Students: A Unique Pattern” by Anne Medina, Chen Chen, Jacqueline Doyle, Gerhard Sonnert, and Philip Sadler takes up how career expectations impact trajectories of FG Hispanic students. Their study is a reminder that diversifying the STEM workforce requires attention to a culturally JOURNAL OF FIRST-GENERATION STUDENT SUCCESS 2021, VOL. 1, NO.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"365 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132696728","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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