Download or read book The Impact of Student Support Services on First generation Low income Student s Retention written by Rochelle N. Moore and published by . This book was released on 2020 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: First-generation low-income students are faced with many challenges during their transition to college. Early involvement is critical for their success. The purpose of this research was to discover the impact that Student Support Services had on first-generation low-income students’ retention. The purpose was to determine if student’s GPAs, family income, or demographics played a role in their persistence towards degree completion. The purpose also was to identify if first-generation low-income student’s relations with transition staff had an impact on their degree completion. Student support programs continue to provide support for first-generation and or low-income students. The research conducted in this study concluded the connection students had with the student support service and transition staff had no bearing on their persistence toward degree completion. The student support service program continued to achieve its goal in providing services that assist students in excelling academically, socially, and emotionally that impact retention, however, there was no significance among the groups researched. Therefore, retention is still a challenge for institutions and there must be strategic ways to meet students’ needs.

Download or read book The Effects of a Student Support Services Program on First generation and Low income Student Retention written by Bryant Q. Nall and published by . This book was released on 2017 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to discover the impact that a Student Support Services (SSS) program had on the first-generation and low-income student body of the program. Student Support Services programs continue to provide support for first-generation and or low-income students. The research conducted in this study concludes that the connection students have with faculty and staff is key in their persistence toward degree completion. The SSS program continues to achieve its goal in providing services that assist students in excelling academically, socially and culturally that impact retention however, there was no significance among the conditions groups researched. Therefore, retention is still a challenge for institutions and there must be strategic ways to meet students' needs.

Download or read book Retention Factors of First Generation Low income Students at San Francisco State University s Student Support Services Program written by Juan Carlos Gonzalez and published by . This book was released on 2003 with total page 154 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 The Impact of the TRIO Student Support Services Program at UC Davis on Participant Retention Rates and GPA written by Eric Sanchez and published by . This book was released on 2012 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Brief Literature Review The literature review explored the effects of undergraduate student support services and activities on the retention and academic success of low-income and first-generation college students. Topics from demographics, disadvantages, and strengths inherent to low-income and first-generation college students to institutional and social barriers as well as strengths from lessons learned and research already done on TRIO programs were studied. Statement of the Problem As budgets shrink the talk of accountability as well as the need for programs to reach ever-increasing levels of efficacy, expand. On the national level TRIO programs have proven success, however, it is just as important to demonstrate whether or not a program is also achieving significant success at the campus it is situated in. If a TRIO Student Support Service (SSS) program fails to establish itself, as a valid student support service for the campus, the need for it would likely be called into question. Worse yet, the opportunity to solidify itself as model college retention program could be lost and at higher risk is that programs ability to raise awareness and acceptance of TRIO programs, funding for which is held at the whim of our politicians on Capitol Hill. Methodology The study is quantitative and relies on descriptive statistics and statistical analysis of the data gathered. The statistical tools used include a two-tailed T test, and a measure of linear correlation. The statistical analysis of the data was used to determine if membership in the UC Davis TRIO SSS program has an impact, positive or negative, on TRIO SSS participant GPA and retention rates through the seventh quarter. Conclusions and Recommendations The study concluded that participation in the UC Davis TRIO SSS program does have a significant and positive impact on student retention/persistence rates through the seventh term of enrollment at UC Davis. In exploring the GPA variable the study revealed justification for services rendered as well as evidence of a possible positive impact on GPA. Recommendations range from ways to refine the current study to areas of further research broken down by sex, ethnicity, region, and other demographics.

Download or read book Campus Service Workers Supporting First Generation Students written by Georgina Guzmán and published by Routledge. This book was released on 2021-11-29 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: This unique collection of testimonials, critical essays, and first-hand accounts demonstrates the significant contribution of campus service workers in supporting the retention and success of first-generation college students. Using a Freirean framework to ground individual stories, the text identifies ways in which campus workers connect with students, provide informal mentorship, and offer culturally relevant support during students’ transition to college and beyond. Drawing on a range of interviews, case studies, and research studies, emphasis is placed on the unique challenges faced by first-generation and minority students such as cultural alienation, imposter syndrome, language barriers, and financial insecurity. Ultimately, the text dismantles notions of social hierarchies that separate workers and college students and encourages institutions to invest in these workers and their contribution to student well-being and success. This book will benefit researchers, academics, and educators with an interest in the higher education and student affair practice and higher education administration more broadly. Those specifically interested in multicultural education and the study of race and ethnicity within US higher educational contexts will also benefit from this book.

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.

Download or read book Promising Practices Supporting Low Income First Generation Students at DeVry University written by Abby Miller and published by . This book was released on 2011 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper offers a comprehensive description of the academic and social support systems for low-income, first-generation students attending a major four-year, for-profit, multi-campus university. College retention and success research has determined that effective support services succeed in retaining and graduating low-income, first-generation students by "acknowledging their backgrounds, needs, and expectations and then taking action to accommodate them" (Myers, 2003). Campuses like DeVry University do not have federal outreach such as TRIO Student Support Services, which are federally-funded programs designed to provide academic and social assistance for individuals from disadvantaged backgrounds. Consequently, the goal of this study is to identify the kinds of academic and social support services, if any, that a for-profit education institution like DeVry University provides. While data are not yet available that can determine the effectiveness of DeVry University's recent support initiatives, the findings from this study highlight practices at DeVry that are grounded in the literature on effectively supporting low-income, first-generation students. These are practices that other for-profit institutions can look to emulate. Appendices include: (1) References; and (2) Interview Protocols. Individual sections contain footnotes. (Contains 7 tables and 14 figures.).

Download or read book Supporting Student Scholars written by Angelita Figueroa Salas and published by . This book was released on 2011 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study examined the role of a federally funded, TRIO Student Support Services (SSS) program designed to increase the retention and persistence of first-generation, low income students at a large, public university. While there is ample research focusing on the effectiveness of the SSS programs, there are few qualitative studies presenting the student participants' perspective about their experiences with the services provided. The participants (n =20) in this study were divided into two groups: 10 students who had participated in a 5 week, summer bridge program, and 10 students with similar characteristics but who did not actively participate in the SSS program. Findings suggested that from the perspective of the first-generation and low-income college students in this study, support programs assisted them with finding a community on campus, offered validating experiences that fostered involvement, and promoted a sense of belonging that encouraged retention and persistence.

Download or read book The Impact of the Student Support Services Program on the Retention of Students at Southeast Kentucky Community and Technical College written by Carolyn Yvonne Sundy and published by . This book was released on 2017 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: A variety of programs exist that provide assistance to under-prepared and at-risk students at 2-year and 4-year institutions of higher education. One of these programs is Student Support Services (SSS), a federal program funded by the U. S. Department of Education. The SSS program provides opportunities for academic development, assists students with basic college requirements, and serves to motivate students toward the successful completion of their postsecondary education. The goal of SSS is to increase the college retention and graduation rates of its participants and help students make the transition from one level of higher education to the next. SSS may also provide assistance to students receiving Federal Pell Grants (84.063). Those eligible to participate in SSS programs include students from low-income families, those who are first-generation college enrollees and students with disabilities evidencing academic need. The program includes tutoring; academic counseling, personal counseling, career advising; study skills enhancement and personal development workshops. Assistance is also given to students to apply for various forms of financial aid, including state and federal grant programs and local scholarships. Most programs also provide cultural enrichment activities. This study investigates the impact of the SSS program on the retention of students at SKCTC. Participants in this study were 125 students in the SSS program and 125 non-SSS students who entered SKCTC in the fall of 2003 and ended in 2007. The study compares the demographic profile of these groups.

Download or read book Recognizing and Serving Low Income Students in Higher Education written by Adrianna Kezar and published by Routledge. This book was released on 2010-09-13 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: This contributed volume uncovers the biases that prevent post-secondary institutions from serving low-income students and offers guidance for adopting policies and practices to help these students thrive.

Download or read book A Comparative Study of a Student Support Service Program at a Historically Black Private Junior College in the Southeastern United States written by Robert M. Copeland and published by . This book was released on 2007 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Student Support Service Program is one of five federally funded programs under the Trio auspice of the U.S. Department of Education. Trio programs are designed to assist people in their efforts to pursue postsecondary education. Student Support Service (SSS) programs are specifically designed to improve grade point averages, retention rates, and graduation rates of low-income individuals, first-generation college students, and students with certified disabilities. Participants in this study were divided into two groups: one group participated in the SSS program and the other group didn't. The two groups shared commonalities regarding their identification as first-generation college students classified as low income and/or possessing a certified disability. Both groups were given the Assessment of Skills for Successful Entry and Transfer Short Battery of Tests (ASSET) in reading, writing, and numerical skills in the fall semester of 2004. There was not a statistical difference in the differences of mean scores for SSS participants when compared to nonparticipants, based on ASSET scores in writing, reading, and numerical skills. These data showed that SSS participants and nonparticipants had similar academic aptitude before participation or nonparticipation in the SSS program. Statistical data indicated that SSS participants achieved higher grade point averages and had higher rates of graduation than did nonparticipants. SSS participants were more likely to be retained at the institution than were nonparticipants. An opinionaire revealed that there were statistically significant differences in SSS participants' and nonparticipants' perceptions of the effectiveness of support services.

Download or read book The Role of Academic and Social Inegration in High Achieving Low Income Student Retention written by Melanie Marshall and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: First-generation, low-income students currently complete higher education degrees at lower rates than their peers. It is well established that focusing on a students' academic and social integration during their first four semesters can aide in their degree persistence. This study aims to provide ways in which higher education professionals can support low-income first-generation students on their path to obtaining a college degree. Specifically, it investigates academic and social integration efforts that aided in their success.To further research the lived experiences of first-generation, low-income students, individual interviews were conducted with nine students at the University of Florida. Student-participant responses were coded and analyzed using NViVo12 software. The findings highlighted several ways in which Student Affairs practitioners can support the academic and social transition of their students. These results suggest that, while each students' integration experience is unique and varied, there are consistent concepts that should be considered when supporting this population of students to degree completion.

Download or read book A Community College Study of Low income First generation African American Female Students and Persistence in Extended Opportunities Programs and Services EOPS written by Tangelia Alfred and published by . This book was released on 2011 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this quantitative study was to explore the persistence rates of first generation, low-income, African American female students involved in Extended Opportunity Programs and Services (EOPS) and CalWORKs. More specifically, the study compared persistence rates for such students in EOPS and CalWORKS. The literature review covered general aspects of community college student persistence theory that identified factors influencing attrition. Additionally, the literature review examined a wide range of support programs associated with retention and persistence practices of community college students. The study sought to find out the effect on persistence rates of EOPS students during a 6-year time period. Findings of this study did not support previous research that suggested EOPS students would have higher persistence rates. EOPS students did not complete more degrees within the 6-year time period than their CalWORKS counterparts. The results of this study suggests that community college administrators at the site from which data were drawn should: (1) Expand institutional research efforts by tracking the persistence rates of first-generation, low-income, African American female college students, because they are considered a significant part of the student population at Seaside Community College and (2) Complete a more comprehensive evaluation of services provided by the EOPS and Ca1WORKs programs to more fully assess what affects the persistence of students.

Download or read book The Impact of Student Support Services Programs on Retention in a First Year Experience Course at a Community College in Texas written by James Edward Shippy and published by . This book was released on 2012 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The First Generation Student Experience written by Jeff Davis and published by Taylor & Francis. This book was released on 2023-07-03 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published with More first-generation students are attending college than ever before, and policy makers agree that increasing their participation in higher education is a matter of priority. Despite this, there is no agreed definition about the term, few institutions can quantify how many first-generation students are enrolled, or mistakenly conflate them with low-income students, and many important dimensions to the first-generation student experience remain poorly documented. Few institutions have in place a clear, well-articulated practice for assisting first-generation students to succeed. Given that first-generation students comprise over 40% of incoming freshmen, increasing their retention and graduation rates can dramatically increase an institution’s overall retention and graduation rates, and enhance its image and desirability. It is clearly in every institution’s self-interest to ensure its first-generation students succeed, to identify and count them, and understand how to support them. This book provides high-level administrators with a plan of action for deans to create the awareness necessary for meaningful long-term change, sets out a campus acclimation process, and provides guidelines for the necessary support structures.At the heart of the book are 14 first-person narratives – by first-generation students spanning freshman to graduate years – that help the reader get to grips with the variety of ethnic and economic categories to which they belong. The book concludes by defining 14 key issues that institutions need to address, and offers a course of action for addressing them. This book is intended for everyone who serves these students – faculty, academic advisors, counselors, student affairs professionals, admissions officers, and administrators – and offers a set of best practices for how two- and four-year institutions can improve the success of their first-generation student populations.An ACPA Publication

Download or read book Equity and Excellence in American Higher Education written by William G. Bowen and published by University of Virginia Press. This book was released on 200? with total page 476 pages. Available in PDF, EPUB and Kindle. Book excerpt: Thomas Jefferson once stated that the foremost goal of American education must be to nurture the "natural aristocracy of talent and virtue." Although in many ways American higher education has fulfilled Jefferson's vision by achieving a widespread level of excellence, it has not achieved the objective of equity implicit in Jefferson's statement. In Equity and Excellence in American Higher Education, William G. Bowen, Martin A. Kurzweil, and Eugene M. Tobin explore the cause for this divide. Employing historical research, examination of the most recent social science and public policy scholarship, international comparisons, and detailed empirical analysis of rich new data, the authors study the intersection between "excellence" and "equity" objectives. Beginning with a time line tracing efforts to achieve equity and excellence in higher education from the American Revolution to the early Cold War years, this narrative reveals the halting, episodic progress in broadening access across the dividing lines of gender, race, religion, ethnicity, and socioeconomic status. The authors argue that despite our rhetoric of inclusiveness, a significant number of youth from poor families do not share equal access to America's elite colleges and universities. While America has achieved the highest level of educational attainment of any country, it runs the risk of losing this position unless it can markedly improve the precollegiate preparation of students from racial minorities and lower-income families. After identifying the "equity" problem at the national level and studying nineteen selective colleges and universities, the authors propose a set of potential actions to be taken at federal, state, local, and institutional levels. With recommendations ranging from reform of the admissions process, to restructuring of federal financial aid and state support of public universities, to addressing the various precollegiate obstacles that disadvantaged students face at home and in school, the authors urge all selective colleges and universities to continue race-sensitive admissions policies, while urging the most selective (and privileged) institutions to enroll more well-qualified students from families with low socioeconomic status.