Download or read book An Analysis of the Persistence of First generation College Students at Four year Institutions written by Christine M. Rethlake and published by . This book was released on 2007 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book First generation Students written by Anne-Marie Nuñez and published by DIANE Publishing. This book was released on 1998 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Purposeful Persistence written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Undergraduate populations at colleges and universities have become increasingly diverse in recent years, and one of the greatest shifts has been the steadily increasing numbers of first generation college students (FGCS), students whose parents did not attend college. Studies of FGCS have concluded that retention is less likely for FGCS than continuing generation college students (CGCS). According to the literature, FGCS are more likely to be academically under prepared, come from low income and minority backgrounds, and be less engaged in the college experience than CGCS. In exercising this attention, many colleges and universities have developed retention strategies focusing on characteristics of FGCS that might put them at risk for not completing a degree. Initially, these contrasts between FGCS and CGCS were regarded widely as deficits of the first-generation population. In recent years, however, some institutions of higher education have shifted in their approach from an "individual deficit model" focused on the shortcomings of individual students to a deeper understanding of how institutional conditions encourage or discourage students from staying in school. This evolving emphasis includes a shift in responsibility for students' college going success -- from the individual to the institution. These contrasting and evolving ideas present a complex but incomplete picture of how colleges work or do not work for first-generation college students. This study explored the characteristics and perspectives of FGCS and the institutional conditions, policies and practices affecting first year persistence at a low persisting rural four-year university. I examined three broad questions: What are the critical characteristics of FGCS who persist past their first year at the University? What implications do these characteristics have for retaining FGCS beyond the first year of college at the institution? What implications do these attributes hold for other colleges and universities seeking to retain FGCS? Confounding results were found after analyzing demographic and academic data on FGCS; although similar to other FGCS in terms of at-risk characteristics, they were out-persisting and performing their CGCS peers. In order to understand this counterintuitive finding, institutional policies and practices were explored, and focus groups were conducted investigating the perceptions of FGCS towards college persistence. The findings suggest that the restricted focus on external attributes of students fall short in explaining FGCS persistence. This study illustrates that institutions of higher education can better support first generation college students if they make available the freedom for individuals to develop naturally, learn through experience, and engage in the formation of their purpose (based on Dewey's 1938 work). It is up to leaders in institutions of higher education and researchers to extend the focus and support beyond external attributes of first generation students and include a focus on internal characteristics, providing a more complete picture of how colleges work or do not work for them.
Download or read book Engagement and Persistence of First generation College Students written by Eva Frey Johnson and published by . This book was released on 2010 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study explored the persistence and engagement of first-generation college students at a four-year institution with relation to engagement variables in order to determine the engagement behaviors that support first-generation college student success. Specifically, Astin's (1984) input-environment-output (I-E-O) model was used to investigate the differences between first-generation and non first-generation college students' behaviors of engagement. Recent literature suggests that first-generation college students and non first-generation college students have similar educational experiences when independent variables are controlled (Kuh & Pike, 2005; Tinto, 2002; Hurtado & Carter, 1996). The null hypothesis stated that first-generation college students and non first-generation college students would have similar educational experiences. The inputs for this study consist of the independent variables of sex, student of color status, income level, standardized test scores high school GPA, and generation status. The environment was compromised of the five benchmarks from the National Survey for Student Engagement (NSSE). The outputs consist of the dependent variables of persistence to the next semester or graduation. The college students included in the sample data are from a mid-sized regional, religiously affiliated institution located in the Pacific Northwest. The sample was 1,280 first year and senior students, of which 232 were first-generation students and 1,048 were non first-generation students, who had completed the NSSE instrument in 2005, 2007, and 2009"--Abstract.
Download or read book Increasing Persistence written by Wesley R. Habley and published by John Wiley & Sons. This book was released on 2012-09-04 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
Download or read book The Latino Education Crisis written by Patricia C. Gandara and published by . This book was released on 2010 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on both extensive demographic data and compelling case studies, this book reveals the depths of the educational crisis looming for Latino students, the nation's largest and most rapidly growing minority group.
Download or read book Becoming a Student Ready College written by Tia Brown McNair and published by John Wiley & Sons. This book was released on 2016-07-25 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: Boost student success by reversing your perspective on college readiness The national conversation asking "Are students college-ready?" concentrates on numerous factors that are beyond higher education's control. Becoming a Student-Ready College flips the college readiness conversation to provide a new perspective on creating institutional value and facilitating student success. Instead of focusing on student preparedness for college (or lack thereof), this book asks the more pragmatic question of what are colleges and universities doing to prepare for the students who are entering their institutions? What must change in an institution's policies, practices, and culture in order to be student-ready? Clear and concise, this book is packed with insightful discussion and practical strategies for achieving your ambitious student success goals. These ideas for redesigning practices and policies provide more than food for thought—they offer a real-world framework for real institutional change. You'll learn: How educators can acknowledge their own biases and assumptions about underserved students in order to allow for change New ways to advance student learning and success How to develop and value student assets and social capital Strategies and approaches for creating a new student-focused culture of leadership at every level To truly become student-ready, educators must make difficult decisions, face the pressures of accountability, and address their preconceived notions about student success head-on. Becoming a Student-Ready College provides a reality check based on today's higher education environment.
Download or read book High impact Educational Practices written by George D. Kuh and published by . This book was released on 2008 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: This publication¿the latest report from AAC&U¿s Liberal Education and America¿s Promise (LEAP) initiative¿defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.
Download or read book The Ties that Bind written by Susan Kaye Anderson Elkins and published by . This book was released on 1996 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Institutional and Major Persistence Among First generation Engineering Students in a First year Program written by David Fredrick Hoffman and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study examined the factors that positively influenced the first-to-second year institutional and major persistence efforts of first-generation engineering undergraduates that participated in a first-year program at Kansas State University, a large, land-grant, public, and four-year institution in the Midwestern United States. Historically, both first-generation college students and engineering majors have lower rates of persistence when compared to other populations. In order to provide sufficient context for the study, previous work on college student retention, engineering major persistence, first-year program participation, and the experience of first-generation undergraduate students was examined. Through these efforts, it was determined that the first-year persistence of first-generation engineering students that had participated in a first-year program had not been sufficiently examined. The purpose of this study was to explore the factors that positively influenced the institutional and major persistence efforts of first-generation engineering undergraduate students in a first-year program through a qualitative design and a grounded theory methodology. The following research question at the center of the study was addressed: What were the factors that positively influenced the first-to-second year institutional and major persistence efforts of first-generation engineering students that participated in a first-year program? Through the incorporation of a grounded theory methodology, first-generation engineering students that participated in first-year program and had persisted in engineering from their first to their second year were interviewed. Within the interview setting, the research participants provided considerable insight into their experiences and persistence efforts throughout their first year in the engineering program. The collection and analysis of data led to findings that suggest the existence of six primary elements that positively influenced the first-to-second year institutional and major persistence of first-generation engineering students. By adhering to the grounded theory methodology, a theoretical model, which can be identified as the First-Generation Engineering Student First-Year Persistence Model, was developed. The First-Generation Engineering Student First-Year Persistence Model illustrates the six primary elements that positively influenced the first-to-second year institutional and major persistence for first-generation engineering students and the various subcategories of factors that contribute to each element. Furthermore, a summary of and further discussion of the primary findings were provided. Finally, recommendations for future studies concerning first-generation engineering students and first-to-second year institutional and major persistence efforts were offered.
Download or read book First Generation College Students written by Angelica Moore and published by . This book was released on 2013 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: "First generation college students are accessing colleges and universities at an increased rate. However, first generation college students, which include a disproportionate number of minorities and low income populations, continue to lag behind their counterparts in graduating from college. More prevalent in the research are factors that cause first generation college students to drop-out. On the contrary, the researcher utilized a qualitative descriptive methodology to explore factors that enable first generation college students to persist and complete college, rather than drop out. Engaging in a series of in-depth semi-structured interviews, the researcher examined the lived experiences of twelve first generation college students who have persisted at Saint Lucia University (SLU), a faith-based, four year liberal arts college located in California. Four central themes emerged: Support (especially from parents), Challenges Endured, Impetus to Stick it Out, and Institutional Factors. Aside from challenges that included unclear expectations about college life and a lack of confidence in their academic readiness, (though SLU has a population of students who are 55% ethnic minority) many participants encountered a dose of culture shock, as they perceived SLU to be "mostly White and mostly rich." Others professed having encountered racial discrimination. Indeed, it was daunting experiences like these that were most taxing on the participants and their ability to persist to degree. Nevertheless, for many of these students, their dire impetus to succeed was for the prospect of making a better life for themselves and their families."--Abstract, p. 1.
Download or read book First Generation College Students written by Lee Ward and published by John Wiley & Sons. This book was released on 2012-07-10 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: FIRST-GENERATION COLLEGE STUDENTS "…a concise, manageable, lucid summary of the best scholarship, practices, and future-oriented thinking about how to effectively recruit, educate, develop, retain, and ultimately graduate first-generation students." —from the foreword by JOHN N. GARDNER First-generation students are frequently marginalized on their campuses, treated with benign disregard, and placed at a competitive disadvantage because of their invisibility. While they include 51% of all undergraduates, or approximately 9.3 million students, they are less likely than their peers to earn degrees. Among students enrolled in two-year institutions, they are significantly less likely to persist into a second year. First-Generation College Students offers academic leaders and student affairs professionals a guide for understanding the special challenges and common barriers these students face and provides the necessary strategies for helping them transition through and graduate from their chosen institutions. Based in solid research, the authors describe best practices and include suggestions and techniques that can help leaders design and implement effective curricula, out-of-class learning experiences, and student support services, as well as develop strategic plans that address issues sure to arise in the future. The authors offer an analysis of first-generation student expectations for college life and academics and examine the powerful role cultural capital plays in shaping their experiences and socialization. Providing a template for other campuses, the book highlights programmatic initiatives at colleges around the county that effectively serve first-generation students and create a powerful learning environment for their success. First-Generation College Students provides a much-needed portrait of the cognitive, developmental, and social factors that affect the college-going experiences and retention rates of this growing population of college students.
Download or read book First Generation College Students written by Dana D. Carroll and published by . This book was released on 2005 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Characteristics of Persistence and Retention Among First generation College Students Majoring in Science Technology Engineering Or Math written by Lorie Lasseter Burnett and published by . This book was released on 2017 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Persistence and retention of college students is a great concern in American higher education. The dropout rate is even more apparent among first-generation college students, as well as those majoring in science, technology, engineering, and math (STEM). More students earning STEM degrees are needed to fill the many jobs that require the skills obtained while in college. More importantly, those students who are associated with a low-socioeconomic background may use a degree to overcome poverty. Although many studies have been conducted to determine the characteristics associated with student attrition among first-generation students or STEM majors, very little information exists in terms of persistence and retention among the combined groups. The current qualitative study identified some of the characteristics associated with persistence and retention among first-generation college students who are also STEM majors. Participants were juniors or seniors enrolled at a regional 4-year institution. Face-to-face interviews were conducted to allow participants to share their personal experiences as first-generation STEM majors who continue to persist and be retained by their institution. Tinto's Theory of Individual Departure (1987) was used as a framework for the investigation. This theory emphasizes personal and academic background, personal goals, disconnecting from one's own culture, and institutional integration as predictors of persistence. The findings of the investigation revealed that persisting first-generation STEM majors are often connected to family, but have been able to separate that connection with that of the institution. They also are goal-driven and highly motivated and have had varied pre-college academic experiences. These students are academically integrated and socially integrated in some ways, but less than their non-first-generation counterparts. They are overcoming obstacles that students from other backgrounds may not experience. They receive support from their families and institution, but have diverse academic backgrounds. The findings show that a culmination of many characteristics have enabled the participants to persist and be retained by their institution.
Download or read book Education Statistics Quarterly written by and published by . This book was released on 2000 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book At what Cost written by Kenyona N. Walker and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative, grounded theory study was to explore the educational experiences of first-generation, urban, high-achieving, Black females who attended a predominately White institution. More specifically, this investigation sought to understand what factors impacted the persistence of the population under review. Data analysis from a semi-structured interview and focus group revealed that the students experienced the following patterns of persistence: 1) Persistence Builders, 2) Persistence Detractors, 3) Persistence Mitigators, and 4) Persistence Re-Builders. The students in this study experienced racialized interactions and environments on campus such that, they experienced an erosion of their well-being and persistence. The outgrowth of this research suggests that Black females seek and search out others like them as a means of support. The application of an intersectionality lens allowed for the identification of Co-bearers as a theory to explain the many identities that guide first-generation, urban, high-achieving Black females to locate individuals like them from which they derive support, thereby rebuilding their persistence. This study provides a foundation from which future researchers can build upon.
Download or read book First Generation Professionals in Higher Education written by Mary Blanchard Wallace and published by . This book was released on 2022-03-15 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: First-generation Professionals in Higher Education: Strategies for the World of Work explores complexities related to the transition from college/professional school to the work world of higher education, as well as the advancement from mid- to senior-level leadership, and how first-generation professionals navigate these transitions. Framing their chapters in the asset-based lens of cultural capital, the authors approach topics of navigating the field of higher education as first-generation professionals through personal experience as well as evidence-based approaches and strategies. Organized in three sections--Professional Identity, Purposeful Interaction, and Career Path--the book examines concepts such as imposter syndrome, politics, financial literacy, resilience, networking, mentoring, career progression, and more. Each chapter includes activities, exercises, and questions for reflection, offering readers an opportunity to discern strategies for their own professional development.
