Download or read book Generational Status of College Students and Academic Outcomes written by Brandy L. Petrie and published by . This book was released on 2014 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: First-generation college (FGC) students are students who are first in their immediate family to attend college. Previous research has suggested that this group of students is disadvantaged in a number of ways, as compared to non-FGC students; however, the current literature is inconsistent and inconclusive. As such, this study sought to determine whether there were differences in FGC students and non-FGC students in grades, locus of control, and self-efficacy. Additionally, this study examined whether differences in locus of control and self-efficacy, separately or together, moderated the relationship between generational status and grades. An online survey consisting of demographic questions and measures of locus of control and self-efficacy were administered to two public institutions in the Northeast yielding a sample of 947 college students. A series of Analyses of Covariance were conducted to answer the research questions, controlling for race and gender. There were no statistically significant differences between FGC and non-FGC students with regard to grades and locus of control; however, there were differences in self-efficacy with FGC students reporting lower levels of self-efficacy than their non-FGC student counterparts. Lastly, there were no moderation effects for locus of control or self-efficacy, individually or together, in the relationship between generational status and grades. Implications and limitations are discussed in greater detail, but this study suggests that not all FGC students are "at-risk" and should not be treated as such solely based on generational status.

Download or read book Generational status and educational outcomes among Asian and Hispanic 1988 eighth graders written by Phillip Kaufman and published by DIANE Publishing. This book was released on 1998 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Immigrant College Scholars in STEM written by Tiffany S. Beason and published by . This book was released on 2016 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Previous research has demonstrated that higher academic achievement among children of immigrants is related to higher academic expectations and aspirations among immigrant parents as compared to U.S.-born parents. The current study sought to further explore how family environment impacts the relation between immigrant generational status and academic outcomes. Specifically, it was hypothesized that family achievement-orientation, or family attitudes towards success at work or school, mediates the relation between immigrant generational status and academic outcomes (i.e. college GPA and career choice as indicated by graduate program entry). Results indicate that family achievement-orientation is higher among African American/Black children of immigrants than African Americans with US-born parents. Furthermore, African American/Black children of immigrants pursue the M.D. over the Ph. D. more often than their counterparts with US-born parents. The study concludes with a discussion of implications for future research.

Download or read book Faculty and First Generation College Students Bridging the Classroom Gap Together written by Vickie L. Harvey and published by John Wiley & Sons. This book was released on 2011-09-26 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Gain a greater understanding of the academic, cultural, and social experiences of first-generation college students (FGS). Fascinating, heart-touching, and important, the research and the stories presented here enlighten what FGS often have to overcome to successfully complete their degrees. With an emphasis on improving FGS' college success, retention, and graduation rates, this volume first covers common obstacles and the trend of FGS continuing on for graduate degrees. Section Two discusses the complex interplay of social, academic, emotional, and financial influences on academic performance. The chapters collectively affirm that the commitment of university resources is critical to college success. This is the 127th volume of the Jossey-Bass higher education quarterly report New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Download or read book The Relationship of College generational Status to Psychological and Academic Adjustment in Mexican American University Students at a Predominantly White University written by Nanci Lisset Argueta and published by . This book was released on 2010 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: The literature on Latino college students, particularly at Predominantly White Universities, suggests that they are enrolling at higher rates at the beginning of the first year in college than prior years, but dropping out at higher rates than any other racial/ethnic group. For students whom are the first in their family to attend college, attrition rates are even more pronounced. In the present study, based on Bourdieu's Social Capital Theory, group differences based on race/ethnicity and college-generational status were examined for reported anxiety, depression, and academic problems at the beginning and end of the first semester of students' first year at a university. The results indicated that differences in reported outcome measures were greater when examined between college-generation Mexican American groups, rather than between racial/ethnic groups more generally. Additionally, it was hypothesized that for Mexican American first-generation college students, perceived family support at the beginning of the semester would mediate the relationship between academic self-efficacy and academic problems at the end of the semester. The results of the study provided support for this hypothesis, suggesting that perceived support from family, even when it is not entirely instrumental, offers benefits for first-generation Mexican American college students. Implications for future interventions, both pre and post-college entry are discussed.

Download or read book Generation on a Tightrope written by Arthur Levine and published by John Wiley & Sons. This book was released on 2012-09-04 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: Praise for Generation on a Tightrope "Over the last four decades, Arthur Levine has become the premier analyst of continuities and changes in the American college student population. In this impressive and comprehensive volume, Levine and coauthor Diane R. Dean provide an authoritative and richly textured picture of the much-discussed current generation." —Howard Gardner, Hobbs Professor of Cognition and Education, Harvard Graduate School of Education "Arthur Levine and Diane R. Dean take the long view of today's generation of college students. This is a brilliant examination of what has shaped our young people, what they are doing with the tools they have, and where they are headed. It is a diagnosis of what ails them, a celebration of their strengths, and a compelling and generous prescription for their future—and ours." —Henry Louis Gates, Jr., Alphonse Fletcher University Professor, Harvard University "Through this captivating portrait of the aspirations, values, and unique needs of today's college students, Levine and Dean's clearly written and engaging book ought to generate a national discussion of how higher education can be restructured in order to respond to and prepare the next generation of college-educated adults—not only for effective functioning in the workplace, but also to live lives as whole human beings who can help to lead our society to a healthier place." —Alexander W. Astin and Helen S. Astin, Distinguished Professors of Higher Education emeriti, UCLA; authors, Cultivating the Spirit: How Higher Education Can Enhance Students' Inner Lives "I can't say enough about how important this work is. This book is right on the mark for what needs to be known and understood about today's college students by those who are responsible for educating the future leaders and citizens of the world." —Gwen Dungy, executive director, emeritus, NASPA, Student Affairs Administrators in Higher Education "Generation on a Tightrope: A Portrait of Today's College Student is a must-read for college presidents, administrators, and professors as well as parents, employers, and government leaders—who all have a stake in student success. Understanding who today's college students are is essential as we collaboratively develop and deliver the education that will prepare this generation to build our future." —Nancy L. Zimpher, chancellor, State University of New York

Download or read book Immigrant Generational Status and Educational Outcomes of High School Students written by Tuong Le and published by . This book was released on 2009 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors Influencing Academic Success in First Generation College Students written by Reginald Eugene Clark and published by . This book was released on 2018 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: Previous studies suggest that the college experience may be uniquely challenging for first generation college students (FGs); that is, students for whom neither parent has completed a college degree. While previous work has shown lower levels of academic success for first generation college students compared to their continuing generation peers (CGs), others have suggested that various risk and resiliency factors may significantly influence these outcomes. The current study focused on the influences of one risk factor (family dysfunction) and one resiliency factor (perceived academic control) on self-reported grade point average (GPA) in first generation and continuing generation college students. Ethnicity (Hispanic versus Non-Hispanic) was included in the statistical models used in this study. Results indicated that a complex four-way interaction of generational status (FG versus CG), ethnicity, perceived academic control and family dysfunction was the best predictor of GPA in this sample of students. Further analyses suggested that these effects were at least partly due to family dysfunction acting as a moderator of the relationship between perceived academic control and GPA in the Hispanic CG subgroup. The CG subgroup was small (n = 33), however, the graph of simple slopes for this group suggested that increasing levels of perceived academic control were associated with higher predicted GPA values, but only for students who had low or medium levels of family dysfunction. Increasing levels of perceived academic control did not appear to improve predicted GPA values for participants with a high level of family dysfunction. These complex results suggest that the "one size fits all" approach of programs designed to boost academic performance in college students could be improved by taking into consideration the diversity of backgrounds and experiences that exists within first generation and continuing generation groups.

Download or read book Clearing the Path for First Generation College Students written by Ashley C. Rondini and published by Lexington Books. This book was released on 2018-06-07 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clearing the Path for First-Generation College Students comprises a wide range of studies that explore the multidimensional social processes and meanings germane to the experiences of first-generation college students before and during their matriculation into institutions of higher education. The chapters offer timely, empirical examinations of the ways that these students negotiate experiences shaped by structural inequities in higher education institutions and the pathways that lead to them. This volume provides insight into the dilemmas that arise from the transformation of students’ class identities in pursuit of upward mobility, as well as their quest for community and a sense of “belonging” on college campuses that have not been historically designed for them. While centering first-generation status, this collection also critically engages the ways in which other dimensions of social identity intersect to inform students’ educational experiences in relation to dynamics of race, ethnicity, socioeconomic class, gender, and immigration. Additionally, this book takes a holistic approach by exploring the ways in which first-generation college students are influenced by, and engage with, their families and communities of origin as they undertake their educational careers.

Download or read book The Effects of First Generation Status on the Well being of Undergraduate Students written by Jaime Lynn Wetzel and published by . This book was released on 2007 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study explored the effects of non-traditional choices on psychological well-being. Participants were divided into groups by their generational status. First generation college students (FGC) reported that neither of their parents had any college experience while the students from college educated families (CEF) reported that one or both of their parents had some education beyond high school. The study utilized self-report, archival data. The Scales of Psychological Well-Being (Ryff, 1989) provided overall well-being scores as well as six subscales. The Multidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet & Farley, 1988), two subscales of the Student Adaptation to College Questionnaire (Bake & Siryk, 1984), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965) were also used. These three constructs were also understood in their relationship to well-being. The results suggest that self-esteem and social support from friends are important factors for all college students. Academic adjustment appeared to be related to well-being for all students but was more predictive of well-being for the FGC students. In looking at perceived social support from family, FGC students indicated a negative correlation between this type of support and their feelings of autonomy. Similarly, a linear regression model for CEF students showed that perceived social support from family was one of three variables in a model predicting well-being. No significant group differences were observed in the reports of overall well-being, perceived social support, self-esteem, or adaptation to college. This was contrary to what was hypothesized, but may be the result of a unique sample which included many older, African American women who commuted to school. Considerations of the sample and its influence on the findings have been included. Suggestions for future research address the need to produce more generalizable findings and further differentiate between the needs of FGC students and the needs of new college students in general.

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 Mental health outcomes of first generation college students written by James L. Pease and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Academic Achievement of First Generation Mexican American Males in a Community College written by Carlos C. Peña and published by Universal-Publishers. This book was released on 2012-12 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the complexities of successful attainment and achievement of 10 Mexican American males in a rural Southwest community college. This study strives to offer insights concerning the questions: (a) what behavioral patterns of current family, peers, and conditions in school have influenced the educational decisions of these Mexican American males? and (b) what social conditions motivate these Mexican American males to seek and achieve higher education despite adversity? This qualitative research was also aimed at establishing and understanding how a selected number of Mexican American males have achieved academic success. The researcher chose 10 men with either an associate of arts or an associate of science degrees for an in-depth interview and used a semi-structured interview guide in an effort to prompt oral discourse. The interviewer posed questions concerning academic conditions, family impact, college environment, and financial issues. The responses to the questions led to similar themes involved in these students' course completion and graduation. The researcher used a theoretical framework using Bandura's Social Learning Theory (1977) in which he suggests that not only environmental factors, but motivational factors along with self-regulatory mechanisms affect an individual's behavior. This research illustrated the conditions that facilitated reaching the participant's educational goal and mission, which was to complete a two-year degree at the community college. The inquiry examined the behavioral patterns that have been an influence on the educational decisions of these Mexican American males, and what social conditions have motivated them to seek and achieve higher education despite adversity.

Download or read book The Relationship Between Achievement Goals and the Academic Success of First generation College Students written by Andrew Holmes Perry and published by . This book was released on 2018 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Recent research has established that first-generation college students, or those students without a parent with a four-year college degree, tend to underperform academically compared to continuing-generation college students, or those with at least one parent with a four-year college degree. The current study was undertaken to attempt to explain this discrepancy, known as the social class achievement gap, through the use of achievement goal theory. A survey of 351 undergraduates was conducted with students reporting their generational status and their adoption of three achievement goals. Their first-semester GPA was later acquired. It was expected that generational status would predict achievement goal adoption, that achievement goal adoption would predict academic performance, and that goal adoption would mediate the relationship between generational status and academic performance. Results did not support these hypotheses. Potential explanations for the null effects and implications of these findings for the social class achievement gap literature are discussed." -- Page 5

Download or read book The Relationship Between Student Generational Status and College Adjustment Among Hispanic Community College Students written by April A. Watson and published by . This book was released on 2016 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effect generational status had on the overall college adjustment experiences of Hispanic community college students. A total of 75 Hispanic students enrolled in their 1st year of study at a comprehensive community college located in south Texas agreed to participate in the study after being recruited using a convenience sampling method. Participating students were asked to complete a brief demographic questionnaire and the self-report Student Adaptation to College Questionnaire (SACQ). Mean difference scores across the 4 subscales of the SACQ were compared using a multivariate analysis of variance (MANOVA) design. The results of the MANOVA analysis indicated significant differences existing between first generation and continuing-generation students on 2 of the 4 SACQ subscales, with social adjustment and institutional attachment being the only areas in which significant differences did not exist after applying the Bonferroni correction. Results are interpreted in terms of their impact on community college leaders’ efforts to retain and support minority students. In addition, considerations for future research are presented and discussed.

Download or read book First Generation College Students written by Carla Cribbs and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic performance is a problem for community colleges, particularly as it relates to first-generation college students. These students often face many challenges that lower their chance of persisting to graduation. Students of first-generation status have a greater risk of dropping out of college before completing a degree. Faculty, who have the most interaction with students, are well positioned to help students achieve success at a course-level and ultimately reach their educational goals. Community colleges continue to work to close achievement gaps and improve degree completion through involvement in various student success initiatives. The purpose of this research study was to determine if there was a significant difference in the academic performance of first-generation college students as a result of a faculty-based completion initiative. In this study, a first-generation college student was defined as a student whose parent(s) did not finish a college degree. The study was conducted at a public 2-year associate's institution located in the southeastern part of Alabama. A quasi-experimental study was conducted to answer four main research questions. The study compared the academic performance of first-generation college students without exposure to a faculty-based completion initiative (fall 2011) to the academic performance of first-generation college students with exposure to the initiative (fall 2014). Academic performance was measured by average grades in three high enrollment courses: Principles of Biology I, English Composition I, and General Psychology. Descriptive statistics and three-way ANOVAs were utilized to answer the research questions. Based on the findings from this research study, there were no significant differences in the academic performance of first-generation college students by classification, race, gender, or Pell status, as a result of a faculty-based completion initiative. However, there was a significant difference in the overall academic performance of first-generation college students. Students of first-generation status who were exposed to the initiative had higher average grades than those students who were not exposed. Additionally, the average grade for each course with exposure to the initiative was higher than the average grade for those courses without exposure. Recommendations for college leaders and suggestions for future research are also included in this study.