Pub Date : 2024-06-14DOI: 10.1080/26906015.2024.2332236
Suzanne Vrshek-Schallhorn, Brittany Alligood, Anne Fletcher, Michaeline Jensen
{"title":"Does Trait Rumination Moderate the Path From Chronic Stress Adversity Exposure to Internalizing Symptoms in First-Generation and Continuing-Generation College Students?","authors":"Suzanne Vrshek-Schallhorn, Brittany Alligood, Anne Fletcher, Michaeline Jensen","doi":"10.1080/26906015.2024.2332236","DOIUrl":"https://doi.org/10.1080/26906015.2024.2332236","url":null,"abstract":"","PeriodicalId":477443,"journal":{"name":"Journal of First-generation Student Success","volume":"9 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343117","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 : 2024-06-14DOI: 10.1080/26906015.2024.2338517
Shemeka S. Phipps, Kristi L. Santi
{"title":"The Relationship Between College Interventions and First-Generation College Students’ Academic Success at a Large Urban Tier I Institution","authors":"Shemeka S. Phipps, Kristi L. Santi","doi":"10.1080/26906015.2024.2338517","DOIUrl":"https://doi.org/10.1080/26906015.2024.2338517","url":null,"abstract":"","PeriodicalId":477443,"journal":{"name":"Journal of First-generation Student Success","volume":"29 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141340290","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 : 2024-06-13DOI: 10.1080/26906015.2024.2332232
Zamambo Mkhize
{"title":"First-Generation African Students in STEM Disciplines in South African Universities","authors":"Zamambo Mkhize","doi":"10.1080/26906015.2024.2332232","DOIUrl":"https://doi.org/10.1080/26906015.2024.2332232","url":null,"abstract":"","PeriodicalId":477443,"journal":{"name":"Journal of First-generation Student Success","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141345499","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 : 2024-06-12DOI: 10.1080/26906015.2024.2332234
Duane A. Williams, Pearl Stewart, Rahjaun Gordon
{"title":"Same Me, Different View: Exploring Family Achievement Guilt in Post-Graduate First-Gen College Students","authors":"Duane A. Williams, Pearl Stewart, Rahjaun Gordon","doi":"10.1080/26906015.2024.2332234","DOIUrl":"https://doi.org/10.1080/26906015.2024.2332234","url":null,"abstract":"","PeriodicalId":477443,"journal":{"name":"Journal of First-generation Student Success","volume":"134 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141351320","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 : 2023-12-15DOI: 10.1080/26906015.2023.2275312
Malerie Payne, J. McBrayer, Antonio P. Gutiérrez de Blume, Pamela C. Wells
{"title":"Pre-Entry Attributes as Predictors of Attrition Rates for First-Generation College Students","authors":"Malerie Payne, J. McBrayer, Antonio P. Gutiérrez de Blume, Pamela C. Wells","doi":"10.1080/26906015.2023.2275312","DOIUrl":"https://doi.org/10.1080/26906015.2023.2275312","url":null,"abstract":"","PeriodicalId":477443,"journal":{"name":"Journal of First-generation Student Success","volume":"42 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139000096","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 : 2023-12-15DOI: 10.1080/26906015.2023.2279090
Lindsay Sterk, Avery Olson
{"title":"The Role of Community Cultural Wealth and Influence of Family on First-Generation Graduate Students","authors":"Lindsay Sterk, Avery Olson","doi":"10.1080/26906015.2023.2279090","DOIUrl":"https://doi.org/10.1080/26906015.2023.2279090","url":null,"abstract":"","PeriodicalId":477443,"journal":{"name":"Journal of First-generation Student Success","volume":"25 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139000723","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 : 2023-10-16DOI: 10.1080/26906015.2023.2245428
Nancy Garcia, Stephanie Cuellar
ABSTRACTTRIO programs provide educational and career support to first-generation college students. Few studies, however, examine the program aspects that contribute to students’ success. In this study, self-determination theory is used to examine the experiences of eight former participants. The findings indicate that TRIO programs create environments that support psychological growth and integration by fostering autonomy through personal growth, asking for help, and investing in one’s future; competence by acting as confidence boosters, promoting interpersonal interactions, and helping students “practice” being college students; and relatedness by providing a “built-in” support group, a place of belonging, and fostering connections with others.KEYWORDS: First-generationself-determination theorymotivationTRIO Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"First-Generation College Students’ Motivations to Succeed: An Analysis of Experiences With TRIO Programs Through a Self-Determination Theory Perspective","authors":"Nancy Garcia, Stephanie Cuellar","doi":"10.1080/26906015.2023.2245428","DOIUrl":"https://doi.org/10.1080/26906015.2023.2245428","url":null,"abstract":"ABSTRACTTRIO programs provide educational and career support to first-generation college students. Few studies, however, examine the program aspects that contribute to students’ success. In this study, self-determination theory is used to examine the experiences of eight former participants. The findings indicate that TRIO programs create environments that support psychological growth and integration by fostering autonomy through personal growth, asking for help, and investing in one’s future; competence by acting as confidence boosters, promoting interpersonal interactions, and helping students “practice” being college students; and relatedness by providing a “built-in” support group, a place of belonging, and fostering connections with others.KEYWORDS: First-generationself-determination theorymotivationTRIO Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":477443,"journal":{"name":"Journal of First-generation Student Success","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113254","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 : 2023-10-16DOI: 10.1080/26906015.2023.2263992
Michele C. Everett
ABSTRACTThis article reports on a study that investigated the benefits derived from a formal leadership development program where first-generation undergraduate college students serve as peer mentors for other first-generation college students. Seven students participated in the exploratory study. Data generated from a four-question open-ended response survey were analyzed using content and thematic analysis. Findings provide new understandings about the positive outcomes that may result from developing and implementing first-generation leadership programs.KEYWORDS: First-generation college studentleadership developmentidentity developmentprofessional developmentacademic developmentpeer mentoring Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Leading the Way: First-Generation Students Serving as Peer Mentors","authors":"Michele C. Everett","doi":"10.1080/26906015.2023.2263992","DOIUrl":"https://doi.org/10.1080/26906015.2023.2263992","url":null,"abstract":"ABSTRACTThis article reports on a study that investigated the benefits derived from a formal leadership development program where first-generation undergraduate college students serve as peer mentors for other first-generation college students. Seven students participated in the exploratory study. Data generated from a four-question open-ended response survey were analyzed using content and thematic analysis. Findings provide new understandings about the positive outcomes that may result from developing and implementing first-generation leadership programs.KEYWORDS: First-generation college studentleadership developmentidentity developmentprofessional developmentacademic developmentpeer mentoring Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":477443,"journal":{"name":"Journal of First-generation Student Success","volume":"331 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136116759","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 : 2023-10-16DOI: 10.1080/26906015.2023.2253834
J. R. Osterlund Oltmanns, E. A. Schaeffer, P. S. Wallace, G. Nyunt
ABSTRACTThe shift to online learning due to the COVID-19 pandemic exacerbated existing inequalities and highlighted failures of U.S. higher education institutions to serve their students’ needs. The purpose of this exploratory quantitative survey study was to examine differences in students’ perceptions of academic and financial challenges encountered in online learning during the COVID-19 pandemic. Results highlighted differences by generation status, gender, and their intersections. Insight into the perceptions of these sub-populations can shed light on ways to reorganize higher educational structures to provide equitable student support in online environments and during times of crisis.KEYWORDS: Womenfirst-generationacademicsfinancial challengesonline learning AcknowledgmentsThe authors thank the Remote Work Task Force and the Research Subcommittee of the Presidential Commission on the Status of Women at Northern Illinois University for assistance with survey items. Funding for the incentives was provided by the Presidential Commission on the Status of Women at Northern Illinois University.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was completed as part of a larger campus-wide project conducted by the Research Subcommittee of the Presidential Commission on the Status of Women at Northern Illinois University.
{"title":"Differences in Students’ Perceptions of Financial and Academic Challenges Due to Online Learning During the COVID-19 Pandemic by Generation Status and Gender: An Exploratory Quantitative Study","authors":"J. R. Osterlund Oltmanns, E. A. Schaeffer, P. S. Wallace, G. Nyunt","doi":"10.1080/26906015.2023.2253834","DOIUrl":"https://doi.org/10.1080/26906015.2023.2253834","url":null,"abstract":"ABSTRACTThe shift to online learning due to the COVID-19 pandemic exacerbated existing inequalities and highlighted failures of U.S. higher education institutions to serve their students’ needs. The purpose of this exploratory quantitative survey study was to examine differences in students’ perceptions of academic and financial challenges encountered in online learning during the COVID-19 pandemic. Results highlighted differences by generation status, gender, and their intersections. Insight into the perceptions of these sub-populations can shed light on ways to reorganize higher educational structures to provide equitable student support in online environments and during times of crisis.KEYWORDS: Womenfirst-generationacademicsfinancial challengesonline learning AcknowledgmentsThe authors thank the Remote Work Task Force and the Research Subcommittee of the Presidential Commission on the Status of Women at Northern Illinois University for assistance with survey items. Funding for the incentives was provided by the Presidential Commission on the Status of Women at Northern Illinois University.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was completed as part of a larger campus-wide project conducted by the Research Subcommittee of the Presidential Commission on the Status of Women at Northern Illinois University.","PeriodicalId":477443,"journal":{"name":"Journal of First-generation Student Success","volume":"219 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114708","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 : 2023-10-16DOI: 10.1080/26906015.2023.2252009
Tucker L. Jones, Donald A. Saucier
ABSTRACTFirst-generation college students are unique. However, there are some professionals in academia who may question this fact. This is concerning and akin to dismissing the demographic differences that are unique to many of our students, thereby contributing to the extent to which our students may feel marginalized and/or underserved. Given that first-generation college students are enrolling in higher education institutions at unprecedented rates, and recent estimates have shown that approximately one third of all incoming college students are first-generation college students, it is vital that the question of “are first-generation college students really unique?” be clearly and concisely answered.KEYWORDS: First-generation college studentcultural capitalsocial capitalacademic performanceundergraduate education Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Overcoming the Narrative of Indifference: A Discussion on How First-Generation College Students Are Unique","authors":"Tucker L. Jones, Donald A. Saucier","doi":"10.1080/26906015.2023.2252009","DOIUrl":"https://doi.org/10.1080/26906015.2023.2252009","url":null,"abstract":"ABSTRACTFirst-generation college students are unique. However, there are some professionals in academia who may question this fact. This is concerning and akin to dismissing the demographic differences that are unique to many of our students, thereby contributing to the extent to which our students may feel marginalized and/or underserved. Given that first-generation college students are enrolling in higher education institutions at unprecedented rates, and recent estimates have shown that approximately one third of all incoming college students are first-generation college students, it is vital that the question of “are first-generation college students really unique?” be clearly and concisely answered.KEYWORDS: First-generation college studentcultural capitalsocial capitalacademic performanceundergraduate education Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":477443,"journal":{"name":"Journal of First-generation Student Success","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112225","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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