Download or read book The Impact of the College Success Course on the First Year of College written by Catherine M. DeHart and published by . This book was released on 2021 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of First generation College Students of Color written by Jennifer L. Jackson and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to understand the perceptions of first-generation college students of color in a predominantly White institution (PWI) who successfully completed the first two years of college. This qualitative research utilized semi-structured interviews to understand the perceptions of first-generation college students of color and how they viewed their secondary and post-secondary experiences. The conceptual framework was supported through the literature by analyzing the intersectionality of historical factors, socioeconomic status, critical race theory, and educational programs. Although these students of color faced the anxieties, confusion, and difficulties that all college students encounter when they transition to college, their challenges are heightened when coupled with other factors such as lower levels of college readiness, living in high crime communities, a lack of financial resources, a lack of family support, and limited knowledge pertaining to postsecondary education (Brown, 2008; Pascarella, et al. 2003; Strayhorn, 2006). Such factors create unique challenges for first-generation students of color, resulting in disparate academic achievement (Strayhorn). Participants in this study were selected using a criterion-based selection process. This study aimed to give voice to 12 students who self-identified as first-generation students of color, were classified as juniors attending the University of North Florida, and who were a part of the Jacksonville Commitment program. The Jacksonville Commitment program was selected for further study because the program provided students with wrap-around services that supported first-generation students' persistence and social and academic development. Eisner's (1998) educational criticism was the primary data analysis approach used in this study, supported by Hatch's (2002) typological and interpretive analysis. Typological analysis divided the overall data set into categories or typologies. The four typologies identified in this study were: family relationships, socioeconomic status, resilience, and college retention and persistence. Interpretive analysis was used to extrapolate meaning and attach significance to the data. Thematics was used it identify recurring messages within the data (Eisner, 1998; Patton, 2002). Data analysis of the present study led to the development of three themes: (a) Students perceived that they persisted in college as a result of being exposed to a rigorous K-12 curriculum; (b) Students perceived that they persisted in college due to their support network; (c) Previous academic experiences contributed to the development of student self-efficacy. Students in this study challenged the deficit model which suggests that students without resources will not achieve. Instead, they were more aligned with the asset model that connects student success with the positive attributes that they possessed. The major implication from this study is that first-generation students of color have a greater chance of academic success if provided focused supports and academic preparation in primary and secondary schools to prepare them for the collegiate culture.
Download or read book Perceived Factors Influencing the Pursuit of Higher Education Among First generation College Students written by Lynne Coy-Ogan and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students who are first in their families to pursue higher education are often less likely to receive the academic, social, and financial support needed to experience success when compared to students from college-educated families. This study examined the perceived differences among salient factors influencing the pursuit of higher education between first-year, first-generation college students and students from college-educated families. These factors include family influence, secondary school support, peer influence, preparation for college, awareness and access to financial aid, and relative functionalism. An independent samples t-test was used to analyze data derived from The Factors Influencing the Pursuit of Higher Education (FIPHE) Questionnaire (Harris, 2009) survey instrument, which was administered to 348 first-year college students. No significant differences were found between the perceptions of first-year, first-generation students when compared to first-year students from college-educated families except for the factors of family influence and preparation for college. First-year, first-generation college students perceived family influence and preparation for college to be less powerful factors affecting their pursuit of higher education than students from college-educated families.
Download or read book The Impact of College on Students written by Kenneth A. Feldman and published by Routledge. This book was released on 2020-02-18 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this landmark work, Kenneth Feldman and Theodore Newcomb review and synthesize the findings of more than 1,500 studies conducted over four decades on the subject. Writing in 1991, Ernest Pascarella and Patrick Terenzini maintained that The Impact of College on Students not only provided the first comprehensive conceptual map of generally uncharted terrain, but also generated a number of major hypotheses about how college influences students. They also noted that Feldman and Newcombe helped to stimulate a torrent of studies on the characteristics of collegiate institutions and how students change and benefit during and after their college years from college attendance. The Impact of College on Students is now a standard text in graduate courses as well as a standard and frequently cited reference for scholars, students, and administrators of higher education. Much of what we understand about the developmental influence of college is based on this work.
Download or read book First year College Students Perceptions of the Impact of Multicultural Education on Their College Adaptability written by Stacey R.. Howard and published by . This book was released on 2009 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Adaptive Self written by Werner Greve and published by Hogrefe & Huber Publishing. This book was released on 2005 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mostly German psychologists contributing here contend that people secure personal continuity throughout their life span by a combination of active attempts at regulating their development on the one hand, and flexible adjustment of the self to unalterable changes both in their social and physical environment and in such personal attributes as p.
Download or read book The Relationship Between Economic Hardship and Self perceptions in First Year College Students written by Adrienne Y. Stith and published by . This book was released on 1997 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring Student Perceptions of First Year in College written by Jessia Bettencourt Wojciechowski and published by . This book was released on 2018 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods study evaluated the perceptions, performance and retention of students participating in the inaugural year of a living-learning program designed to support the needs of underprepared students of color. A survey was distributed to 1,004 FTFT students (N = 278) taking first-year English followed by a focus group (N = 9) to further understand program participant experiences. Institutional data were used to analyze student performance and retention across three comparison groups. This student support program was designed to close the performance and persistence gap for underprepared students of color living in residence at a medium sized university in the California Central Valley. Program participants reported frequent use of professional academic advising and major advising, which had a positive effect on student performance. Utilization of support services, including the writing center, disability resources, peer mentoring, was high among program participants, a positive outcome from program participation. Results of the study indicate the program was successful in closing the gap between students participating in the program and comparable students not participating in the program. Students participating in the program reported higher rates of satisfaction with their support program compared to other students participating in programs without a residential component. Findings indicate faculty mentoring had a positive outcome on student success. Understanding program design and outcomes can inform practitioners of effective Student Affairs and Academic Affairs partnerships with positive impacts to students’ performance and decisions to persist.
Download or read book First Generation College Students written by Timara A. Barker and published by . This book was released on 2006 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of First year College Students written by Dyan Robinson and published by . This book was released on 2018 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Almost half of the students who begin college are not retained at the institution in which they began. The purpose of this research was to explore the perceptions of first-year college students and the impact peer mentoring has on student success. This quantitative study utilized the College Student Mentoring Scale to measure perceptions of first-year students. The survey questions students on interrelated constructs which are, Psychological and Emotional Support, Degree and Career Support, Academic Subject Knowledge Support and The Existence of a Role Model. The research found that gender and academic background are factors that impact first-year students’ perceptions of a peer mentoring. Additional findings indicated that response levels were highest for the areas of Academic Subject Knowledge Support and The Existence of a Role Model. It is the intention that this study will add to the limited existent research on peer mentoring in higher education. Also, it will assist in future policies and practices by providing a foundation of the components that influence first-year student success through improving effectiveness of peer mentoring programs.
Download or read book Self efficacy and perceptions of first year American Indian college students written by Lisa Brown and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching First Year College Students written by Penny D. Belgarde and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Why Do They Stay The Experiences and Perceptions of Traditional Age Male College Students that Influence Persistence Beyond the First Year in College written by Elizabeth Lambert and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book First year College Students Perceptions of Writing and Writing Instruction Across High School to College Transitions written by Laura C. Dacus and published by . This book was released on 2022 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book First year College Students Perceptions of Their Experiences Using Information and Communication Technologies in Higher Education written by Sara K. Kearns and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The increasingly integrated presence of Information and Communication Technologies (ICTs) on university campuses in recent decades has prompted calls for a better understanding of how students use ICTs in higher education, including the transition to college. While research indicates that students with higher self-efficacy are more likely to persist in college, current research makes few connections between students' self-efficacy with ICTs and persistence. Additionally, researchers in the area of student retention call for educators to understand how their students perceive the college's cultural environment so as to help students fit in at an institution and persist. Exploration of ICTs as part of a student's social, academic, and cultural experiences at the university offers educators and administrators the possibility of modifying the college's cultural properties in response to student needs. This qualitative study investigated first-year college students and their use of technologies to address the following research question: How do first-year college students perceive their experiences using Information and Communication Technologies (ICTs) in the higher education environment? Employing interviews and a phenomenological approach, this study explored the experiences of 19 undergraduate students. Six faculty members or instructors were interviewed about their teaching experiences with first-year students and the extent to which ICTs were incorporated in those experiences in order to provide triangulation of data. Through the analysis of interview transcripts and open coding, three themes emerged regarding how students experience ICTs in higher education. Statements from students and faculty suggest that students experienced ICTs in higher education as: a process of academic integration; situations for which they held internal or external loci of control when using them for academic purposes; and tools to use when becoming socially integrated into the university. The findings of this study have the potential to assist university faculty, instructors, and other staff who are designing courses and services for first-year students. First, the study's findings indicate that instructors need to be as explicit as possible with their expectations of student use of technology. When students are expected to demonstrate certain behaviors with ICTs those behaviors should be both supported and modeled by faculty and instructors. Secondly, when using ICTs for academic purposes, faculty can help students feel more responsible for their learning by providing them with opportunities to make decisions about how ICTs are used or to incorporate their own problem-solving or learning techniques with ICTs when completing coursework. Finally, faculty, instructors, and other staff should be aware that when first-year students are using ICTs socially, they are trying to create and maintain in-person relationships. Faculty, instructors, and other staff can guide first-year students to events and resources that will help them meet people and locate a social group in which they feel like they fit in.
Download or read book Perceptions of Stress and Copin in Traditional Age First year College Students written by Bridgett Grant and published by . This book was released on 2020 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study examined the perceptions of stress and coping in traditional-age, first-year college students. This study sought to form an understanding of the participants' lived experiences relating to stress and coping throughout their first semester of college. Five participants' were separately interviewed twice for the purposes of data collection. The findings from the data analysis process showed that these firstyear college students experienced stress as a result of new and challenging academic expectations while also trying to navigate interpersonal relationships. Further, participants' in this study experienced stress as a result from interacting with social media. These traditional-age, first-year college students also utilized various coping strategies to deal with the stressors in their lives. These coping strategies included both effective and ineffective techniques. Recommendations are offered for student affairs professionals and areas for future research.
Download or read book Examining Freshmen Students Social Perceptions Related to College Choice written by Britt H. Baker and published by . This book was released on 2014 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the extent to which specific social factors influenced how members of racial and economic groups arrived at their college selection decisions. The researcher collected and analyzed data from first-year college students who responded to the College Board's 2011 Admitted Student Questionnaire Plus survey. The data set included responses from 123,996 college freshmen. Data revealed that African American students ranked every category of social influences as high as or higher than did students from any other ethnic group, while Asian/Pacific Islander students ranked three of the five social characteristics lower than did students from any other ethnic group. The percentage of students from the highest income groups who rated recreational facilities, campus attractiveness, and quality of social life as very important was significantly higher than the percentage of students from the lowest income groups who rated those factors as very important.
