Pub Date : 2021-05-04DOI: 10.1080/26906015.2021.1930290
Jason K. Wallace, J. Ford
ABSTRACT Research on first-generation doctoral students and Black doctoral students have largely remained separate despite the significant overlap in the two populations. With almost half of Black doctoral students identifying as first-generation, it is critical for higher education and student affairs (HESA) faculty and institutional leaders to understand the intersectional experiences of these students to successfully recruit, retain, and graduate this population. While necessary in all fields, it is even more important to remove systemic barriers in a field that espouses social justice as a value, like student affairs. This study seeks to explore the experiences of Black first-generation doctoral students in HESA programs at historically white institutions.
{"title":"“They Don’t Value My Knowledge”: Interrogating the Racialized Experiences of Black First-Generation Doctoral Students in HESA Programs at HWIs","authors":"Jason K. Wallace, J. Ford","doi":"10.1080/26906015.2021.1930290","DOIUrl":"https://doi.org/10.1080/26906015.2021.1930290","url":null,"abstract":"ABSTRACT Research on first-generation doctoral students and Black doctoral students have largely remained separate despite the significant overlap in the two populations. With almost half of Black doctoral students identifying as first-generation, it is critical for higher education and student affairs (HESA) faculty and institutional leaders to understand the intersectional experiences of these students to successfully recruit, retain, and graduate this population. While necessary in all fields, it is even more important to remove systemic barriers in a field that espouses social justice as a value, like student affairs. This study seeks to explore the experiences of Black first-generation doctoral students in HESA programs at historically white institutions.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114845871","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 : 2021-05-04DOI: 10.1080/26906015.2021.1943636
Rashné R. Jehangir, Lindsay Romasanta
Our approach as an editorial team is to center, edify, and interrogate first-generation student success scholarship. This entails discussion, collaboration, and debate as we hone in on research articles and Notes From the Field submissions that engage advanced thought leadership, theoretical frameworks, asset-based research, and critical reflections of the complex first-generation student community. Our hope is that whether you are an emerging scholar, a tenured faculty member, a first-generation college student/professional/ graduate, or a university president that you are able to stay the course on advancing firstgeneration student success by identifying transformative practices in your respective spheres of influence and beyond. This second issue of the Journal of First-generation Student Success features four research articles and one Notes From the Field submission. The research articles were positioned intentionally to consider macro-level first-generation student success efforts that signal institutional commitment, followed by manuscripts which center first-generation student experiences in areas such as peer-to-peer support, on-campus living, and doctoral programs. Each JFGSS issue will close with Notes From the Field submissions, featuring perspectives at the nexus of research and practice. This issue’s Notes From the Field feature illuminates the experiences of first-generation immigrant professionals. We start off with a research article that considers the role of institutional mission statements as a signal for first-generation student success efforts. Catherine M. Pressimone Beckowski and Jake D. Winfield’s “Toward a Culture of First-Generation Student Success: An Analysis of Mission Statements From First-gen Forward Institutions” presents a content analysis of 157 mission statements of NASPA First-gen Forward Institutions — universities that have earned national recognition for their commitment to first-generation student success. This piece leaves readers with tangible recommendations on ways to leverage institutional missions to promote a culture of first-generation student success. Next, Trista A. Beard’s “Emerging Social Capital in the Lives of Latinx First-Generation College Students: The Case for ‘Apprentice Agents’ in a Social Capital Framework” presents findings drawn from the college life histories of 10 graduating seniors to showcase how Latinx first-generation college students rely on emotional support from their trusted peers to navigate the environment, processes, and resources within universities. Then, Krista M. Soria and Brayden J. Roberts’ “The Benefits of Living on Campus for Low-Income, First-Generation Students’ Belonging, Perceptions of Campus Climate, and Resilience” utilized propensity score matching techniques from data collected as part of the Multi-Institutional Study of Leadership survey to examine the effects of living on campus for first-year, first-generation students from low-income backgrounds. In “T
作为一个编辑团队，我们的方法是集中，启发和质疑第一代学生成功奖学金。这需要讨论、合作和辩论，因为我们专注于研究文章和现场提交的笔记，这些文章和笔记涉及先进的思想领导力、理论框架、基于资产的研究以及对复杂的第一代学生社区的批判性反思。我们的希望是，无论您是新兴学者、终身教职员工、第一代大学生/专业人士/毕业生，还是大学校长，您都能够通过在各自的影响范围内外确定变革实践，继续推进第一代学生的成功。第一代学生成功杂志的第二期有四篇研究文章和一篇现场提交的笔记。研究文章的定位是有意考虑宏观层面的第一代学生的成功努力，这标志着机构的承诺，其次是手稿，以第一代学生在同伴间支持、校园生活和博士课程等领域的经历为中心。每一期JFGSS将以现场提交的笔记结束，展示研究和实践联系的观点。本期的“现场笔记”专题阐述了第一代移民专业人士的经历。我们从一篇研究文章开始，该文章认为机构使命宣言的作用是第一代学生成功努力的信号。Catherine M. Pressimone Beckowski和Jake D. Winfield的《走向第一代学生成功的文化:对第一代前沿机构使命宣言的分析》对NASPA第一代前沿机构的157份使命宣言进行了内容分析——这些机构因致力于第一代学生的成功而获得了全国的认可。这篇文章给读者留下了切实可行的建议，如何利用机构使命来促进第一代学生成功的文化。接下来，Trista a . Beard的“拉丁裔第一代大学生生活中的新兴社会资本:社会资本框架下的“学徒代理人”案例”展示了从10名即将毕业的大四学生的大学生活史中得出的发现，以展示拉丁裔第一代大学生如何依靠他们信任的同龄人的情感支持来驾驭大学内的环境、流程和资源。然后，Krista M. Soria和Brayden J. Roberts的“住在校园对低收入第一代学生的归属感、校园气候和弹性的好处”利用了倾向得分匹配技术，这些技术来自多机构领导力调查研究的一部分，以检查住在校园对来自低收入背景的一年级第一代学生的影响。在“他们不重视我的知识:询问黑人第一代博士生在hhwis HESA项目的种族化经历，”作者杰森K.华莱士和杰西R.福特进行了一项定性研究，该研究建立在现有知识的第一代学生成功杂志2021,VOL. 1, NO. 1。2,71 - 72 https://doi.org/10.1080/26906015.2021.1943636
{"title":"Stay the Course: Introducing the Second Issue of JFGSS","authors":"Rashné R. Jehangir, Lindsay Romasanta","doi":"10.1080/26906015.2021.1943636","DOIUrl":"https://doi.org/10.1080/26906015.2021.1943636","url":null,"abstract":"Our approach as an editorial team is to center, edify, and interrogate first-generation student success scholarship. This entails discussion, collaboration, and debate as we hone in on research articles and Notes From the Field submissions that engage advanced thought leadership, theoretical frameworks, asset-based research, and critical reflections of the complex first-generation student community. Our hope is that whether you are an emerging scholar, a tenured faculty member, a first-generation college student/professional/ graduate, or a university president that you are able to stay the course on advancing firstgeneration student success by identifying transformative practices in your respective spheres of influence and beyond. This second issue of the Journal of First-generation Student Success features four research articles and one Notes From the Field submission. The research articles were positioned intentionally to consider macro-level first-generation student success efforts that signal institutional commitment, followed by manuscripts which center first-generation student experiences in areas such as peer-to-peer support, on-campus living, and doctoral programs. Each JFGSS issue will close with Notes From the Field submissions, featuring perspectives at the nexus of research and practice. This issue’s Notes From the Field feature illuminates the experiences of first-generation immigrant professionals. We start off with a research article that considers the role of institutional mission statements as a signal for first-generation student success efforts. Catherine M. Pressimone Beckowski and Jake D. Winfield’s “Toward a Culture of First-Generation Student Success: An Analysis of Mission Statements From First-gen Forward Institutions” presents a content analysis of 157 mission statements of NASPA First-gen Forward Institutions — universities that have earned national recognition for their commitment to first-generation student success. This piece leaves readers with tangible recommendations on ways to leverage institutional missions to promote a culture of first-generation student success. Next, Trista A. Beard’s “Emerging Social Capital in the Lives of Latinx First-Generation College Students: The Case for ‘Apprentice Agents’ in a Social Capital Framework” presents findings drawn from the college life histories of 10 graduating seniors to showcase how Latinx first-generation college students rely on emotional support from their trusted peers to navigate the environment, processes, and resources within universities. Then, Krista M. Soria and Brayden J. Roberts’ “The Benefits of Living on Campus for Low-Income, First-Generation Students’ Belonging, Perceptions of Campus Climate, and Resilience” utilized propensity score matching techniques from data collected as part of the Multi-Institutional Study of Leadership survey to examine the effects of living on campus for first-year, first-generation students from low-income backgrounds. In “T","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129517962","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 : 2021-05-04DOI: 10.1080/26906015.2021.1940389
Trista A Beard
ABSTRACT Latinx first-generation college students (LFGCS) build unique social networks that support their persistence in college. Utilizing a social capital framework to analyze the college experiences of 10 graduating seniors, findings support the theory that LFGCS rely heavily on emotional support from trusted peers to vet resources and networks. Local apprentice agents serve as bridges and guides to institutional agents. This qualitative inquire examines near-peer models, peer mentors, and opportunity brokers in a powerful new light. Where social capital theory previously disregarded the emerging social capital of students, this study exposes essential local capital provided by apprentice agents which aids persistence.
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Pub Date : 2021-05-04DOI: 10.1080/26906015.2021.1926373
Krista M. Soria, Brayden J. Roberts
ABSTRACT The purpose of this study was to examine the effects of living on campus for first-year, first-generation students from low-income backgrounds. Using propensity score matching techniques with Multi-Institutional Study of Leadership survey data (n = 642) drawn from four-year colleges and universities, we found that first-year, first-generation students from low-income backgrounds who lived on campus had a significantly higher sense of belonging, a more welcoming perception of campus climate, and higher resilience compared to a group of matched peers who did not live on campus.
{"title":"The Benefits of Living on Campus for Low-Income, First-Generation Students’ Belonging, Perceptions of Campus Climate, and Resilience","authors":"Krista M. Soria, Brayden J. Roberts","doi":"10.1080/26906015.2021.1926373","DOIUrl":"https://doi.org/10.1080/26906015.2021.1926373","url":null,"abstract":"ABSTRACT The purpose of this study was to examine the effects of living on campus for first-year, first-generation students from low-income backgrounds. Using propensity score matching techniques with Multi-Institutional Study of Leadership survey data (n = 642) drawn from four-year colleges and universities, we found that first-year, first-generation students from low-income backgrounds who lived on campus had a significantly higher sense of belonging, a more welcoming perception of campus climate, and higher resilience compared to a group of matched peers who did not live on campus.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134382135","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 : 2021-05-04DOI: 10.1080/26906015.2021.1930291
Catherine Pressimone Beckowski, J. Winfield
ABSTRACT Institutions of higher education continue to seek ways to engage first-generation students. This content analysis of the 157 mission statements of First-gen Forward Institutions explores how the articulation of institutional priorities can signal or promote a success-oriented culture and inform campus-wide approaches to first-generation student success. We identify four predominant themes--student learning experiences; community-serving; diversity and inclusion; and access and affordability--that may help guide unified, mission-centric efforts to develop resources and opportunities that resist deficit-based assumptions about first-generation students and that reflect an institutional commitment to student success.
{"title":"Toward a Culture of First-Generation Student Success: An Analysis of Mission Statements From First-gen Forward Institutions","authors":"Catherine Pressimone Beckowski, J. Winfield","doi":"10.1080/26906015.2021.1930291","DOIUrl":"https://doi.org/10.1080/26906015.2021.1930291","url":null,"abstract":"ABSTRACT Institutions of higher education continue to seek ways to engage first-generation students. This content analysis of the 157 mission statements of First-gen Forward Institutions explores how the articulation of institutional priorities can signal or promote a success-oriented culture and inform campus-wide approaches to first-generation student success. We identify four predominant themes--student learning experiences; community-serving; diversity and inclusion; and access and affordability--that may help guide unified, mission-centric efforts to develop resources and opportunities that resist deficit-based assumptions about first-generation students and that reflect an institutional commitment to student success.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130117044","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}
ABSTRACT This reflective piece draws on the experiences of first-generation professionals who identify as immigrants or children of immigrants. Three different narratives are shared in order to illustrate the first-generation college student and career paths we have embarked on as women of color who are first-generation college professionals, and whose identities are shaped by our immigrant backgrounds and working-class upbringings. In addition to sharing our narratives, we identify and discuss common themes relating to finances and family, before providing implications that can inform efforts to empower and support first-generation professionals as they navigate their career trajectories.
{"title":"Unmasking First-Generation College Students and Professionals","authors":"Yasmine Dominguez-Whitehead, Malaphone Phommasa, Angelica Caudillo","doi":"10.1080/26906015.2021.1940390","DOIUrl":"https://doi.org/10.1080/26906015.2021.1940390","url":null,"abstract":"ABSTRACT This reflective piece draws on the experiences of first-generation professionals who identify as immigrants or children of immigrants. Three different narratives are shared in order to illustrate the first-generation college student and career paths we have embarked on as women of color who are first-generation college professionals, and whose identities are shaped by our immigrant backgrounds and working-class upbringings. In addition to sharing our narratives, we identify and discuss common themes relating to finances and family, before providing implications that can inform efforts to empower and support first-generation professionals as they navigate their career trajectories.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132567884","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 : 2021-04-01DOI: 10.1080/26906015.2021.1891822
Andrew Crain, M. Newlin
ABSTRACT Students from rural backgrounds are underrepresented in higher education, enrolling in and completing college at significantly lower rates than their non-rural peers. This article introduces the theory of urbanormativity, which argues that society operates with an urban-centric mind-set, seeing “urban” as normal and acceptable while “rural” is backward and deviant. Applying this theory to higher education may explain, in part, the disparities between rural/non-rural college success given higher education’s preferences for urbanormative forms of symbolic capital. A fictional interaction between a student and career counselor exemplifies the ways in which rural first-generation students may experience college in comparison to non-rural students. The article concludes with a reflection upon policies and practices which may enhance postsecondary access for rural first-generation students.
{"title":"Rural First-Generation Students: A Practical Reflection on Urbanormative Ideology","authors":"Andrew Crain, M. Newlin","doi":"10.1080/26906015.2021.1891822","DOIUrl":"https://doi.org/10.1080/26906015.2021.1891822","url":null,"abstract":"ABSTRACT Students from rural backgrounds are underrepresented in higher education, enrolling in and completing college at significantly lower rates than their non-rural peers. This article introduces the theory of urbanormativity, which argues that society operates with an urban-centric mind-set, seeing “urban” as normal and acceptable while “rural” is backward and deviant. Applying this theory to higher education may explain, in part, the disparities between rural/non-rural college success given higher education’s preferences for urbanormative forms of symbolic capital. A fictional interaction between a student and career counselor exemplifies the ways in which rural first-generation students may experience college in comparison to non-rural students. The article concludes with a reflection upon policies and practices which may enhance postsecondary access for rural first-generation students.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"337 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123395823","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 : 2021-04-01DOI: 10.1080/26906015.2021.1890949
Stephen Santa-Ramirez
ABSTRACT This critical ethnography highlights how first-generation Latinx undocu/DACAmented collegians who are members of a social and advocacy student organization at a public, historically white institution in the Southwest, U.S.A develop a scholarship and peer-mentoring program for other students with liminal legal statuses. The theoretical connections that guide this study are social and navigational capital and seek to answer how these collegians use these forms of cultural wealth to develop different campus support services for their peers. The findings from this study reveal how these organizational members use their cultural capital to organize and network with various stakeholders to develop a scholarship for undocu/DACAmented students, in addition to applying for and obtaining grant funding to commence a peer-mentoring program. This study highlights the agency exercised and assets these first-generation collegians bring to college and offer institutional agents recommendations to support them better.
{"title":"Hard Work and Heart Work: First-Generation Undocu/DACAmented Collegians, Cultural Capital, and Paying-it-Forward","authors":"Stephen Santa-Ramirez","doi":"10.1080/26906015.2021.1890949","DOIUrl":"https://doi.org/10.1080/26906015.2021.1890949","url":null,"abstract":"ABSTRACT This critical ethnography highlights how first-generation Latinx undocu/DACAmented collegians who are members of a social and advocacy student organization at a public, historically white institution in the Southwest, U.S.A develop a scholarship and peer-mentoring program for other students with liminal legal statuses. The theoretical connections that guide this study are social and navigational capital and seek to answer how these collegians use these forms of cultural wealth to develop different campus support services for their peers. The findings from this study reveal how these organizational members use their cultural capital to organize and network with various stakeholders to develop a scholarship for undocu/DACAmented students, in addition to applying for and obtaining grant funding to commence a peer-mentoring program. This study highlights the agency exercised and assets these first-generation collegians bring to college and offer institutional agents recommendations to support them better.","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"113 29","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131942490","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 : 2021-04-01DOI: 10.1080/26906015.2021.1893538
Rashné R. Jehangir, Lindsay Romasanta
{"title":"How TRIO Sparked the Fire That Fuels the First-Generation Movement: An Interview With Arnold Mitchem and Maureen Hoyler","authors":"Rashné R. Jehangir, Lindsay Romasanta","doi":"10.1080/26906015.2021.1893538","DOIUrl":"https://doi.org/10.1080/26906015.2021.1893538","url":null,"abstract":"","PeriodicalId":355820,"journal":{"name":"Journal of First-generation Student Success","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127065780","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 : 2021-04-01DOI: 10.1080/26906015.2021.1891823
Lamesha C. Brown, Jason K. Wallace, Raven K. Cokley
ABSTRACT This article discusses the origin of @FirstGenDocs, a virtual platform with a mission to affirm the experiences, amplify the voices, and celebrate the brilliance of current and aspiring first-generation doctoral students and doctors. What began as a Twitter chat between 10 participants grew into a virtual community of 9000+ users. In this article, we detail the origins of this platform, the gap this platform seeks to fill, as well as the ways the co-founders, Drs. Lamesha C. Brown, Raven K. Cokley, and Jason K. Wallace, continue to cultivate this scholarly community through online engagement.
本文讨论了@FirstGenDocs的起源，这是一个虚拟平台，其使命是肯定经验，放大声音，并庆祝当前和有抱负的第一代博士生和医生的辉煌。最初只有10个人在Twitter上聊天，后来发展成为一个拥有9000多名用户的虚拟社区。在本文中，我们详细介绍了这个平台的起源，这个平台试图填补的空白，以及联合创始人dr。Lamesha C. Brown, Raven K. Cokley和Jason K. Wallace继续通过在线参与培养这个学术社区。
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