Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
12,332
result(s) for
"First generation"
Sort by:
Sense of Belonging and Student Engagement
To date, most research on sense of belonging in higher education has relied upon betweenperson correlations (e.g., Murphy and Zirkel in Teach Coll Rec 117 (12): 1–40, 2015; Ostrove and Long in Rev High Educ 30(4):363–389, 2007). In the current study, first- and continuing-generation college students (N = 280) reported their sense of belonging and their emotional and behavioral engagement in college every evening for a week. These data were used to examine both person-level and daily dynamics of sense of belonging and student engagement. With few exceptions, sense of belonging was associated with all types of student engagement at both the person and the daily levels. At the person level: replicating previous research, students with a higher sense of belonging than their peers tended to also have higher emotional and behavioral engagement. At the daily level: regardless of students’ typical sense of belonging, if they experienced especially high sense of belonging on a particular day, their emotional and behavioral engagement on that same day tended to be higher than usual. For two measures of student engagement—feelings toward school and in-class engagement—first-generation college students were especially sensitive to day-today fluctuations in sense of belonging. There were, however, few other effects of student generation. Overall, results suggest that sense of belonging is an important resource for maintaining student engagement among all students, but especially among first-generation students. In addition, because sense of belonging operates at both person and daily levels, schools can work at both levels to improve students’ belonging.
Journal Article
The 100 trillion dollar wealth transfer : how the handover from boomers to Gen Z will revolutionize capitalism
An insider's look into how Generation Z's focus on ethics, climate change and purpose will change capitalism forever.
Book
College Students' Sense of Belonging: A National Perspective
In a nationally representative sample, first-year U.S. college students \"somewhat agree,\" on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racialethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools. Further, at 4-year schools, belonging predicts better persistence, engagement, and mental health even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students' success and well-being.
Journal Article
Understanding experiences of first generation university students : culturally responsive and sustaining methodologies
Over the past few decades universities have opened their doors to students whose parents and grandparents were historically excluded from societal participation and higher education for reasons associated with racial, ethnic, socio-economic and/or linguistic diversity. Many of these students are first generation - or first in their family to attend university (FIFU). While some progress has been made in responding to the needs of these internationally underserved learners, many challenges remain. This edited book features the unique and diverse experiences of first generation students as they transition into and engage with higher education whilst exploring ways in which universities might better serve these students. With reference to culturally responsive and sustaining research methodologies undertaken in Australia, Canada, New Zealand, South Africa, the UK and the USA, the contributors critically examine how these students demonstrate resilience within university, and ways in which success and challenges are articulated. Elements that are unique to context and shared across the international higher education milieu are explored. The book is replete with diverse student voices, and compelling implications for practice and future research. The studies featured are centred on underlying theories of identity, intersectionality and barrier transcendence while valuing student voices and experiences.
Book
First-Generation College Students as Academic Learners: A Systematic Review
The literature on first-generation college students largely focuses on the challenges and barriers they may experience in college. Yet, we do not have a clear understanding of who these students are as learners. To address this gap, this systematic review examines how scholars study and conceptualize first-generation college students as learners. We found the majority of the literature we reviewed conceptualized them as learners based on their academic performance and the influence of cultures on their learning. These two conceptualizations positioned first-generation college students against normative ways of learning, and in doing so promulgate an assimilation approach in higher education. We found a smaller body of literature that conceptualized first-generation college students as learners whose lived experiences, when connected to academic content, can contribute to their academic learning, advancement of disciplines, self-growth, and community development. We use this alternative view to provide recommendations for studying and working with first-generation college students.
Journal Article
Clearing the path for first generation college students : qualitative and intersectional studies of educational mobility
\"This collection explores social processes and meanings germane to the educational mobility of first-generation college students before and during their matriculation into higher education. The contributing scholars examine dynamics, policies, practices, and programs that inform college access and persistence for first generation students\"-- Provided by publisher.
Book
STEM Degree Completion and First-Generation College Students: A Cumulative Disadvantage Approach to the Outcomes Gap
STEM majors offer pathways to lucrative careers but are often inaccessible to first-generation students. Using data from the Education Longitudinal Study, we conducted descriptive statistics, regression analyses, and group comparisons to examine differences between first-generation students and continuing-generation students across STEM degree, non-STEM degree, dropout, and no degree completion. Findings illuminate that generation status is related to STEM completion, but other factors are driving this association; for example, pre-college STEM factors have significant predictive power. Our implications suggest a need to further examine pre-college and transfer pathways to STEM and to explore the limitations of first-generation status as a categorization.
Journal Article
Reducing inequality in access to university in Chile
In 2016, Chile implemented a policy of free higher education (gratuity) for secondary school graduates from families in the lower income range. One of the stated objectives of the new policy was to increase the access of secondary school graduates from families with lower levels of education. To answer that concern, we analyzed administrative data from more than 800,000 students seeking university admission in 2012, 2015, and 2019. Our objective was to determine whether an increased proportion of “first-generation” students had been admitted to selective universities. The results show that between 2015 and 2019, the impact of the gratuity on first-generation admissions was marginal. It was of some importance only for those secondary school graduates from public schools and those who had been enrolled in the technical-professional track. The enrollment rate of these groups increased 2.2 and 2.7%, respectively. In sum, the effect of the introduction of gratuity on enrollment of first-generation students was not as impressive as expected. It has acted principally as an alternative source of finance, reducing use of other forms such as bank loans and scholarships. These results challenge directly the hypothesis that inequity in access to university is primarily attributable to financial difficulties.
Journal Article