Comparing First-Generation Students to Continuing-Generation Students and the Impact of a First-Generation Learning Community

2020 ◽  
Vol 45 (4) ◽  
pp. 285-298
Author(s):  
Gail Markle ◽  
Danelle Dyckhoff Stelzriede
Keyword(s):  
Learning Community ◽  
First Generation ◽  
First Generation Students ◽  
The Impact

The Impact of Family and Friends Social Support on Latino/a First-Generation College Students’ Perceived Stress, Depression, and Social Isolation

2020 ◽  
pp. 153819272096492
Author(s):  
Tara Suwinyattichaiporn ◽  
Zac D. Johnson
Keyword(s):  
Social Support ◽  
Social Isolation ◽  
First Generation ◽  
First Generation College Students ◽  
First Generation Students ◽  
Negatively Associated ◽  
Family Social Support ◽  
Study Results ◽  
First Generation College ◽  
The Impact

This study highlights Latino/a first-generation students by investigating the associations of stress, depression, and social isolation with family and friend social support in their college experiences. Using random sampling, nine-hundred and seven ( N = 907) Latino/a first-generation students participated in this study. Results indicated family social support is negatively associated with stress and depression, social support from friends is negatively associated with social isolation, and family social support is a moderator of stress and depression.

The impact of peer mentoring on the mentors

2017 ◽  
Vol 9 (2) ◽  
pp. 255-266 ◽  
Author(s):  
Sara Connolly
Keyword(s):  
College Students ◽  
Peer Mentoring ◽  
First Generation ◽  
First Generation College Students ◽  
Control Group ◽  
First Generation Students ◽  
Grade Point ◽  
Content Type ◽  
First Generation College ◽  
The Impact

Purpose The purpose of this paper is to examine the impact of first generation peer mentoring experiences on retention, grade point average and students’ perception of their academic and leadership development. Design/methodology/approach This study utilized a mixed methods approach. Focus groups and interviews were utilized to determine the reported leadership experiences of the mentors. Descriptive statistics were used to compare grade point averages and retention rates. Findings The study found peer mentors in residential life perceived an increase in leadership skills; including role modeling, time management, personal confidence, and problem solving. The peers were challenged in their roles, and perceived these challenges to help them to grow as leaders. When compared to their peers, the peer mentors experienced increased retention and similar grade point averages. The results indicated that peer mentoring experiences can be beneficial for the mentors who are first generation college students, even experiences that are particularly challenging. Research limitations/implications The biggest limitation to this study is the fact that this was a small sample, without a control group. A further limitation is that it was difficult to get students to participate in the study. Future research might examine peer mentoring experiences of first generation students on larger campuses or on multiple campuses to allow for a control group of first generation peers without a peer mentoring experience. Practical implications The results indicated that peer mentoring experiences can be beneficial for the mentors who are first generation college students, even experiences that are particularly challenging. Social implications Due to the potential for their success, these types of experiences should be expanded for first generation students, a group that is at a higher risk for drop out. Special attention should be paid to ongoing training in peer mentoring experiences, given the level of commitment by the mentors. Originality/value While other studies have examined the impact of peer mentoring on those that have been mentored, and a few have examined the impact of the experience on the mentors themselves this study extends the research by looking at first generation college students. This is valuable because first generation students continue to lag in their success in college and practical research on what can improve the student experience for this group is necessary.

A new approach to supplementary instruction narrows achievement and affect gaps for underrepresented minorities, first-generation students, and women

2018 ◽  
Vol 19 (3) ◽  
pp. 846-866 ◽  
Author(s):  
Cynthia A. Stanich ◽  
Michael A. Pelch ◽  
Elli J. Theobald ◽  
Scott Freeman
Keyword(s):  
General Chemistry ◽  
Low Income ◽  
Sense Of Belonging ◽  
First Generation ◽  
Underrepresented Minorities ◽  
First Generation Students ◽  
Supplementary Instruction ◽  
Explanatory Mixed Methods ◽  
Group Interviews ◽  
The Impact

To help students who traditionally underperform in general chemistry, we created a supplementary instruction (SI) course and called it the STEM-Dawgs Workshops. These workshops are an extension of the Peer-led Team Learning (PLTL) SI. In addition to peer-facilitated problem-solving, we incorporated two components inspired by learning sciences: (1) training in research-based study skills, and (2) evidence-based interventions targeting psychological and emotional support. Here we use an explanatory mixed methods approach to measure the impact of the STEM-Dawgs Workshops, with a focus on four sub-populations that are historically underrepresented in Chemistry: underrepresented minorities, females, low-income students, and first-generation students. Specifically, we compared three groups of students in the same General Chemistry course: students in general chemistry and not the workshops (“Gen Chem students”), students in the workshops (“STEM-Dawgs”), and students who volunteered for the workshops but did not get in (“Volunteers”). We tested hypotheses with regression models and conducted a series of focus group interviews with STEM-Dawgs. Compared to the Gen Chem population, the STEM-Dawg and Volunteer populations were enriched with students in all four under-represented sub-populations. Compared to Volunteers, STEM-Dawgs had increased exam scores, sense of belonging, perception of relevance, self-efficacy, and emotional satisfaction about chemistry. URM STEM-Dawgs had lower failure rates, and exam score achievement gaps that impacted first-generation and female Gen Chem students were eliminated in the STEM-Dawg population. Finally, female STEM-Dawgs had an increased sense of belonging and higher emotional satisfaction about chemistry than women Volunteers. Focus groups suggested that successes came in part from the supportive peer-learning environment and the relationships with peer facilitators. Together, our results indicate that this supplementary instruction model can raise achievement and improve affect for students who are underrepresented in chemistry.

The Impact of No-Loan Program Participation on the Likelihood of Graduate School Enrollment Among Low-Income, First-Generation Students

2020 ◽  
pp. 1-48
Author(s):  
Justin C. Ortagus ◽  
Dennis A. Kramer II
Keyword(s):  
Graduate School ◽  
Low Income ◽  
First Generation ◽  
First Generation College Students ◽  
School Enrollment ◽  
First Generation Students ◽  
Program Participation ◽  
Loan Program ◽  
The Impact ◽  
Graduate School Enrollment

Previous research shows that low-income and first-generation college students are less likely to obtain the benefits associated with attending graduate school. No-loan programs, which typically administer financial aid through institutional grants, are designed to improve access and success among students from low-income backgrounds, but we know very little about the influence of noloan programs after students enroll and eventually graduate from college. This study examines the impact of no-loan program participation on graduate school enrollment by leveraging a novel institutional dataset and employing regression discontinuity, difference-in-differences, and propensity score weighting approaches. Results indicate that no-loan program participation has a positive and relatively consistent impact on graduate school enrollment among low-income and first-generation students.

First- and Continuing-Generation Students, Substance Use, and College Graduation

Social Forces ◽  
2019 ◽  
Vol 98 (4) ◽  
pp. 1636-1668
Author(s):  
Raymond R Swisher ◽  
Christopher R Dennison
Keyword(s):  
Substance Use ◽  
First Generation ◽  
Well Being ◽  
College Graduation ◽  
First Generation Students ◽  
Adult Health ◽  
College Life ◽  
National Longitudinal Study ◽  
Lower Socioeconomic ◽  
The Impact

AbstractGraduation from a four-year college is an important potential means of social mobility for those from lower socioeconomic backgrounds. For “first-generation” students, the path to a degree is often made more difficult by circumstances such as working long hours and living with parents, as well as an unfamiliar college environment. One concerning aspect of college life is the continuing prevalence of substance use, which has hampered graduation rates and led many universities to reconsider the impact that the party subculture has on student well-being. In this paper, we use data from The National Longitudinal Study of Adolescent to Adult Health to examine differences in substance use (binge drinking, marijuana use, other illicit drug use) and four-year college graduation across unique combinations of students defined by college generation, work, and residential statuses. Consistent with previous qualitative studies into the class-specific consequences of the college party subculture, substance use is generally found to be higher among continuing-generation students who are not working nor living with their parents. In addition, substance use appears to have little consequence for the graduation prospects of these most traditional continuing-generation students. In contrast, substance use is negatively associated with graduation for most other groups, particularly first-generation students or those working long hours.

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