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"First generation students"
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Conceptualizing college‐going volition in rural Appalachian high school students
Understanding the gap between students’ aspirations for postsecondary education and their actual postsecondary attainment is key to understanding and reducing educational and vocational inequities. Just as work volition has emerged as a key factor in understanding access to decent work, students’ sense of control over or volition in the college‐going process may be a key factor in understanding their access to postsecondary education. In the current study, we adapted a common measure of work volition to create a measure of college‐going volition (CGV). In a large sample of rural Appalachian high school students, the measure showed good psychometric properties and strong measurement invariance across gender and prospective college‐generation groups. There were no gender differences in CGV, but prospective first‐generation college students demonstrated significantly lower CGV than their continuing‐generation peers. CGV also accounted for significant unique variance in college‐going self‐efficacy beyond educational barriers.
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
Perceived Career Barriers and Career Decidedness of First‐Generation College Students
We examined the effects of perceived career barriers on career decidedness among first‐generation college (FGC) students (n = 149) and non‐FGC students (n = 182) at a 4‐year university (mean age = 19.3 years). Participants responded online to measures of perceived career barriers and career decidedness. Results indicated that FGC students scored higher on lack of support and lack of time and financial resources than non‐FGC students. For both groups, higher levels of perceived lack of skills were related to lower levels of career decidedness, whereas greater levels of family‐related responsibilities predicted higher levels of career decidedness. FGC student status moderated the association between perceived lack of time/financial resources and career decidedness. Further research is needed to investigate the differential effects of various domains of career barriers. Career counselors are advised to consider FGC students' perceived career barriers in guiding students' career exploration and decision‐making.
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
Unequal expectations
One of the central goals of doctoral programs is to develop independent researchers and scholars who will lead the next generation of knowledge production. Despite extant evidence of inequalities in doctoral education, few studies have closely examined the experiences of first-generation college students who pursue a Ph.D. We examine how first-generation and continuing-generation doctoral students conceptualize the role of the faculty advisor/principal investigator (PI) in supporting their development as researchers. Our analysis of interviews from 111 first-year Ph.D. students in the biological sciences indicates that first-generation and continuing-generation students had similar overarching conceptions of PIs and the role of PIs in their development. However, the two groups ascribed different meanings to the same concepts. First-generation students expected more direct, skill-based guidance and assistance with learning to do research the “right” way. Conversely, continuing-generation students expected independence and support for their specific needs. We rely on Bourdieu’s conceptualization of habitus to explain these differences and conclude by offering implications for advancing equity in doctoral education and supporting first-generation students, particularly regarding the alignment of student–advisor expectations.
Journal Article
Access for all : expanding opportunity and programs to support successful student outcomes at the University of Nevada, Reno
\"Low income and first-generation students comprise a significant portion of today's college student population. The articles in this publication examine the various programs and strategies that are designed to support student success for these populations\"--Provided by publisher.
Book
Academic performance and adjustment of first-generation students to higher education: A systematic review
Scholarly work conducted before 2010 consistently reported a gap between first-generation and continuing-generation students in college success, as measured by grades, persistence, and graduation rates. Through a systematic literature review, this study aimed to examine the most recent findings, from 2010 until 2020, regarding the academic adjustment process of first-generation students to higher education institutions and the institutional factors that help them in the process. The results report lower performance of first-generation (FG) students and compared to that of continuing-generation (CG) students and measured by grades and persistence. When looking at other variables, such as learning outcomes, intellectual development, learning skills, integration and engagement with the academic environment, we find scarce and mixed evidence. There is also an increased interest in the academic process, and not just in describing academic outcomes of first-generation students. These findings suggest that interventions promoting social belonging, support from peers, parents´ involvement and a welcoming campus climate should be fostered by institutions interested in the access and graduation of FG students.
Journal Article
College Belonging
College Belonging reveals how colleges' and universities' efforts to foster a sense of belonging in their students are misguided. Colleges bombard new students with the message to \"get out there!\" and \"find your place\" by joining student organizations, sports teams, clubs and the like. Nunn shows that this reflects a flawed understanding of what belonging is and how it works. Drawing on the sociological theories of Emile Durkheim, College Belonging shows that belonging is something that members of a community offer to each other. It is something that must be given, like a gift. Individuals cannot simply walk up to a group or community and demand belonging. That's not how it works. The group must extend a sense of belonging to each and every member. It happens by making a person feel welcome, to feel that their presence matters to the group, that they would be missed if they were gone. This critical insight helps us understand why colleges' push for students simply to \"get out there!\" does not always work.
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