Factors that Influence Persistence Among Undergraduate Students: An Analysis of the Impact of Socioeconomic Status and First-Generation Students

Interchange ◽  
2020 ◽  
Vol 51 (2) ◽  
pp. 199-206
Author(s):  
Jessica Reynolds ◽  
Susan Cruise
Keyword(s):  
Socioeconomic Status ◽  
Undergraduate Students ◽  
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.

scholarly journals 0369 Sleep Disparities are Established by the First Month of College

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A141-A141
Author(s):  
V Bermudez ◽  
D Fearon ◽  
M Wheelis ◽  
M Cohenour ◽  
M K Scullin
Keyword(s):  
College Students ◽  
Academic Success ◽  
Undergraduate Students ◽  
First Generation ◽  
Female Students ◽  
Achievement Gaps ◽  
First Generation Students ◽  
First Semester ◽  
Short Sleep ◽  
Long Sleep

Abstract Introduction Short and poor quality sleep are particularly common in college students, likely impacting their ability to persist and succeed in difficult courses. In the current study, we investigated demographic-based sleep differences (sleep disparities) and demographic-based academic differences (achievement gaps) in first-semester college students, with the goal of informing whether sleep disparities contribute to achievement gaps. Methods From 2017 to 2018, first-semester undergraduate students at Baylor University completed the New2BU Survey [N=6,048, 61.9% female, 18.7% first-generation, 23.8% underrepresented racial/ethnic minority (URM)]. Data collection occurred within three to five weeks of classes beginning. The survey included self-reported weekday total sleep time (TST), which we classified as short sleep (≤6.9 hours), normal sleep (7-9 hours), or long sleep (>9 hours). Semester GPA data were obtained from university records for students’ first 4 semesters. Results There was evidence for both achievement gaps and sleep disparities. The risk for short sleep was increased in female students (p<.001; OR=1.20, 95%CI: 1.08-1.33), first-generation students (p=.02; OR=1.17, 95%CI: 1.03-1.33), and URM students (p<.001; OR=1.32, 95%CI: 1.16-1.50). The risk for long sleep increased substantially in first-generation students (p=.003, OR=1.92, 95%CI: 1.25-2.97) and URM students (p<.001; OR=2.41, 95%CI: 1.57-3.70), but not in female students (OR=0.88, 95%CI: 0.59-1.30). First-generation and URM students showed a 0.2-0.3 GPA reduction each semester relative to comparison groups (ps<.001), but short sleep and long sleep predicted GPA data up to four semesters later. Sleep-GPA correlations were modest in size (rs=.10-.14), but remained significant even after controlling for numerous demographic variables, high school GPA, and college entrance test scores. Conclusion Sleep disparities are noteworthy within the first month of college, and predictive of academic performance across four semesters. Addressing sleep health in all students—but particularly female, first-generation, and URM students—may increase academic success, bridge achievement gaps, and reduce health disparities. Support National Science Foundation (DRL 1920730)

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.

scholarly journals Examining the impact of Covid-19-related disruptions, dislocations and stressors on the academic performance of undergraduates at a diverse public university

2020 ◽  
Author(s):  
Carl Stempel ◽  
Qais Alemi ◽  
Morgan Sanchez ◽  
Susan ingram
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Academic Advising ◽  
Online Survey ◽  
First Generation ◽  
High Rate ◽  
Health Issues ◽  
Peer Advising ◽  
First Generation College ◽  
The Impact

Objective: Investigate the influence of the stressors caused by the Covid-19 pandemic on the academic performance of undergraduate students, and their ability to concentrate on schoolwork.Participants: 1,806 students attending a racially diverse 4-year university with a high rate of first generation college students.Methods: An online survey utilizing measures of depression (PHQ-9), generalized anxiety (GAD-7), faculty and academic advising support, economic insecurity, studying conditions, family conditions, trouble concentrating on schoolwork, and academic performance. OLS regression is used to explain academic performance and trouble concentrating. Results: Four of five students reported trouble concentrating, and trouble concentrating strongly decreased academic performance. Faculty and peer advising support and adequate studying conditions improved academic performance. Depression strongly increased trouble concentrating. Adequate studying conditions and academic advising support improved concentration.Conclusions: In the upcoming year, faculty and student support services should highlight mental health issues and services, and increase supports for students experiencing distress.

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.

scholarly journals The Impact of Financial Education and Socioeconomic Status on the Undergraduate Students' Financial Literacy

2022 ◽  
Vol 27 (1) ◽  
pp. 55
Author(s):  
Khusaini Khusaini ◽  
Bambang Mardisentosa ◽  
Asep Ferry Bastian ◽  
Ruhiyat Taufik ◽  
Windi Widiawati
Keyword(s):  
Socioeconomic Status ◽  
Undergraduate Students ◽  
Financial Literacy ◽  
Financial Planning ◽  
Financial Education ◽  
Linear Regression Models ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
And Gender ◽  
The Impact

Financial literacy is a crucial variable for researchers and policymakers because financial literacy's contribution encourages inhabitants to organize future financial planning and decision improvement. The study aims to empirically investigate the determinants of financial literacy such as financial education, parents' socioeconomic status, and gender. The authors used a cross-sectional survey approach with N = 325 samples. The result of measuring students' financial literacy showed a moderate condition (moderate level). The multiple linear regression models showed that parents' socioeconomic status significantly improved students' financial literacy. Meanwhile, financial education and gender did not prove significant in influencing students' financial literacy. The empirical study generated that encouraging parents is one of the essential policy elements in improving students' financial literacy. The higher students' socioeconomic status tends to encourage better financial planning and decision because they comprehend the literacy skills.

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