scholarly journals The effect of food insecurity during college on graduation and type of degree attained: evidence from a nationally representative longitudinal survey

2021 ◽  
pp. 1-22
Author(s):  
Julia A Wolfson ◽  
Noura Insolera ◽  
Alicia J Cohen ◽  
Cindy W Leung
Keyword(s):  
College Students ◽  
Food Insecurity ◽  
First Generation ◽  
Degree Attainment ◽  
Panel Study ◽  
Secondary Analysis ◽  
Household Food Security ◽  
First Generation Students ◽  
Effect Of Food ◽  
Nationally Representative

Abstract Objective: To examine the effect of food insecurity during college on graduation and degree attainment. Design: Secondary analysis of longitudinal panel data. We measured food insecurity concurrent with college enrollment using the 18-question USDA Household Food Security Survey Module. Educational attainment was measured in 2015-2017 via two questions about college completion and highest degree attained. Logistic and multinomial-logit models adjusted for sociodemographic characteristics were estimated. Setting: United States (US) Participants: A nationally representative, balanced panel of 1,574 college students in the US in 1999-2003 with follow-up through 2015-2017 from the Panel Study of Income Dynamics. Results: In 1999-2003, 14.5% of college students were food insecure and were more likely to be older, non-White, and first-generation students. In adjusted models, food insecurity was associated with lower odds of college graduation (OR 0.57, 95% CI: 0.37, 0.88, p=0.01) and lower likelihood of obtaining a Bachelor’s degree (RRR 0.57 95% CI: 0.35, 0.92, p=0.02) or graduate/professional degree (RRR 0.39, 95% CI: 0.17, 0.86, p=0.022). These associations were more pronounced among first-generation students. 47.2% of first-generation students who experienced food insecurity graduated from college; food insecure first-generation students were less likely to graduate compared to first-generation students who were food secure (47.2% vs. 59.3%, p=0.020) and non-first-generation students who were food insecure (47.2% vs. 65.2%, p=0.037). Conclusions: Food insecurity during college is a barrier to graduation and higher degree attainment, particularly for first-generation students. Existing policies and programs that help mitigate food insecurity should be expanded and more accessible to the college student population.

scholarly journals Illuminating Differences in The Psychological Predictors of Academic Performance for First- And Continuing-Generation Students

2021 ◽  
Vol 3 (2) ◽  
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Psychological Factors ◽  
First Generation ◽  
Academic Stress ◽  
First Generation Students ◽  
Factors Associated ◽  
Academic Self Efficacy

First-generation college students experience a disproportionate rate of challenges on college campuses, reflected by lower academic performance. Research has identified academic self-efficacy, optimism, goal orientation, and academic stress all as psychological factors associated with academic performance. However, this research rarely distinguishes between first- and continuing-generation students, and there may be unique effects for each group. We investigated whether the previously identified psychological factors associated with academic performance hold the same relationships for firstand continuing-generation college students. A sample of 143 undergraduate students self-reported levels of academic self-efficacy, optimism, goal orientation, and academic stress. Academic performance was measured using their midterm exam grade. There were differences found in the mean levels of psychological factors and their associations with academic performance for first- and continuing-generation students. Overall, the psychological factors explained a very small portion of the variance in academic performance among first-generation students (13.4%) with none of the psychological factors holding an independent association with academic performance. Conversely, psychological factors explained considerably more of the variance in academic performance for continuing-generation students (60.5%), with domains of goal orientation and academic stress being independently associated with academic performance. Our findings suggest that new pathways to improving first-generation students’ academic performance should be identified, and that

A Psychosociocultural View of Hispanic First-Generation College Students’ Graduation Rates

2021 ◽  
pp. 152102512110562
Author(s):  
Christian A. Latino ◽  
Justine Radunzel ◽  
Jason D. Way ◽  
Edgar Sanchez ◽  
Alex Casillas ◽  
...  
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
First Generation ◽  
Hispanic Students ◽  
Degree Attainment ◽  
First Generation College Students ◽  
Bachelor's Degree ◽  
First Generation College ◽  
Bachelor's Degree Attainment ◽  
Academic Self Efficacy

First-generation college students (FGCS), nearly 50% of which identify as Hispanic, are an underserved population. The psychosociocultural theoretical framework posits that individual, environmental, and cultural factors contribute to the academic success of Hispanic students. This study examined the relationship between these factors (i.e., demographics, academic self-efficacy, meeting with professors, and attending cultural programming) to 6-year bachelor’s degree attainment and time to bachelor’s degree attainment among Hispanic students at a Hispanic Serving Institution ( n  =  358). Being better prepared academically, being female, and having greater academic self-efficacy were positively related to bachelor’s degree attainment; FGCS status was negatively related. Among students who graduated ( n  =  208), entering college being better prepared academically, and having greater academic self-efficacy were related to quicker bachelor’s degree attainment; FGCS status was not significantly related. Practitioners may pay more attention to Hispanic students’ academic self-efficacy and the success of Hispanic male students.

College Students’ Sense of Belonging: A National Perspective

2019 ◽  
Vol 49 (2) ◽  
pp. 134-137 ◽  
Author(s):  
Maithreyi Gopalan ◽  
Shannon T. Brady
Keyword(s):  
College Students ◽  
Psychological Factors ◽  
Sense Of Belonging ◽  
First Generation ◽  
Well Being ◽  
First Year ◽  
Nationally Representative ◽  
National Perspective ◽  
Students Success ◽  
Racial Ethnic

In a nationally representative sample, first-year U.S. college students “somewhat agree,” on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racial-ethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools. Further, at 4-year schools, belonging predicts better persistence, engagement, and mental health even after extensive covariate adjustment. Although descriptive, these patterns highlight the need to better measure and understand belonging and related psychological factors that may promote college students’ success and well-being.

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)

Staying Close or Going Away: How Distance to College Impacts the Educational Attainment and Academic Performance of First-generation College Students

2017 ◽  
Vol 61 (1) ◽  
pp. 164-185 ◽  
Author(s):  
Alma Nidia Garza ◽  
Andrew S. Fullerton
Keyword(s):  
College Students ◽  
Educational Attainment ◽  
First Generation ◽  
Strong Support ◽  
First Generation College Students ◽  
First Generation Students ◽  
Research Attention ◽  
Grade Point ◽  
First Generation College ◽  
Bachelor's Degrees

It is widely documented that first-generation college students attain bachelor’s degrees at lower rates than their peers. First-generation students also consistently prioritize distance to college in their school decision-making process. How distance impacts their educational performance, however, is an issue that has not received sufficient research attention. This study uses the Beginning Postsecondary Students Longitudinal Study (BPS:04/09) to investigate whether the distance between the permanent residence of first-generation students enrolled in four-year degree programs and their attending college impacts their educational attainment and grade point average (GPA). We find that first-generation students who attend colleges at a greater distance from home are more likely to graduate from college with a bachelor’s degree. We do not find strong support for the relationship between distance and a student’s GPA in most years of enrollment. We discuss the way college accessibility reinforces inequality within higher education along with the theoretical implications of our findings.

College Freshmen's Perceptions of Their High School Experiences

2009 ◽  
Vol 20 (3) ◽  
pp. 438-471 ◽  
Author(s):  
Cynthia Hudley ◽  
Roxanne Moschetti ◽  
Amber Gonzalez ◽  
Su-Je Cho ◽  
Leasha Barry ◽  
...  
Keyword(s):  
College Students ◽  
High School ◽  
Postsecondary Education ◽  
Low Income ◽  
First Generation ◽  
Peer Group ◽  
First Generation Students ◽  
Strong Argument ◽  
Positive Attitudes ◽  
Talented Students

Among academically talented students, SES and racial group membership predict both college expectations and matriculation, and youth less often attend and complete postsecondary education if their parents did not go to college. For successful adjustment to college, significant adults during high school matter more than they might imagine. Talking to teachers and counselors had strong relationships with social and academic adjustment as well as with positive attitudes for all students. Interestingly, the more participants talked to teachers in high school, the more academically competent they felt in college, and this relationship was especially strong for first-generation students. Such findings suggest that “getting ready” experiences may prepare students to more effectively balance the multiple developmental tasks they face as college students on the threshold of adulthood. This preparation may be especially important for persistence among vulnerable populations, including first-generation students, who spend the least time of any group talking to teachers outside class. Students in low-income, urban communities may be in reasonable proximity to a community, vocational, or 4-year college; students in rural schools may more often see relatively few opportunities for higher education. An academically oriented high school peer group also may prepare students to become socially engaged on the college campus. These preliminary findings are a strong argument for policies and practices that bring all new college students together in personalized social interactions as quickly as possible rather than focusing on groups perceived to be “at risk.”

scholarly journals Student Hunger on Campus: Food Insecurity Among College Students and Implications for Academic Institutions

2017 ◽  
Vol 32 (2) ◽  
pp. 349-354 ◽  
Author(s):  
Devon C. Payne-Sturges ◽  
Allison Tjaden ◽  
Kimberly M. Caldeira ◽  
Kathryn B. Vincent ◽  
Amelia M. Arria
Keyword(s):  
Risk Factors ◽  
College Students ◽  
At Risk ◽  
Academic Performance ◽  
Food Insecurity ◽  
Living Arrangements ◽  
Health Concern ◽  
Household Food Security ◽  
P Value ◽  
Depression Symptoms

Purpose: To estimate the prevalence of food insecurity among students at a large mid-Atlantic publicly funded university; examine the association between food insecurity, demographic characteristics, potential financial risk factors, and self-reported physical and mental health and academic performance; and identify possible risk factors for food insecurity. Design: Cross-sectional survey. Setting: Large, public mid-Atlantic university. Participants: Two hundred thirty-seven undergraduate students. Measures: US Department of Agriculture (USDA) 18-item Household Food Security Survey Module (HFSSM) and questions on demographics, student status, economic factors, housing stability, living arrangements, academic performance, and self-rated physical health and depression symptoms. Analysis: Multivariate logistic regression analysis. Results: Among students surveyed, 15% were food insecure; an additional 16% were at risk of food insecurity. Students who were African American, other race/ethnicity, receiving multiple forms of financial aid, or experiencing housing problems were more likely to be food insecure or at the risk of food insecurity (Adjusted Odds Ratio [AOR] = 4.00, 95% confidence interval [CI] = 1.83-8.71, P value < .0001; AOR = 5.26, 95% CI = 1.85-14.98, P value = .002; AOR = 3.43, 95% CI = 1.85-6.37, P value <.001; AOR = 8.00, 95% CI = 3.57-17.93, P value < .0001, respectively). Food secure students were less likely to report depression symptoms than at-risk or food insecure students. Conclusion: Food insecurity among college students is an important public health concern that might have implications for academic performance, retention, and graduation rates. Universities that measure food insecurity among their students will be better positioned to advocate for policy changes at state and federal levels regarding college affordability and student financial assistance.

scholarly journals Information Seeking Anxiety and Preferred Information Sources of First-Generation College Students

2021 ◽  
Vol 16 (1) ◽  
pp. 5-24
Author(s):  
Josefine Smith ◽  
Stacy Brinkman
Keyword(s):  
College Students ◽  
Information Seeking ◽  
Online Survey ◽  
First Generation ◽  
Information Sources ◽  
First Generation College Students ◽  
Generational Status ◽  
First Generation Students ◽  
Parental Experience ◽  
First Generation College

Objective – To determine whether information seeking anxieties and preferred information sources differ between first-generation college students and their continuing-generation peers. Methods – An online survey was disseminated at two public college campuses. A total of 490 respondents were included in the results. Independent variables included institution, year in college, and generational status. Instead of using a binary variable, this study used three groups for the independent variable of generational status, with two first-generation groups and one continuing-generation group based on parental experience with college. Dependent variables included 4 measures of information seeking anxiety and 22 measures of preferred information sources. Responses were analyzed using SPSS. One-way independent ANOVA tests were used to compare groups by generational status, and two- and three-way factorial ANOVA tests were conducted to explore interaction effects of generational status with institution and year in college. Results – No significant differences in overall information seeking anxiety were found between students whose parents had differing levels of experience with college. However, when exploring the specific variable of experiencing anxiety about “navigating the system in college,” a two-way interaction involving generational status and year in school was found, with first-generation students with the least direct experience with college reporting higher levels of anxiety at different years in college than their peers. Two categories of first-generation students were found to consult with their parents far less than continuing-generation peers. The study also found that institutional or generational differences may also influence whether students ask for information from their peers, librarians, tutoring centers, professors, or advisors. Conclusion – This study is one of the first to directly compare the information seeking preferences and anxieties of first-generation and continuing-generation students using a non-binary approach. While previous research suggests that first-generation students experience heightened anxiety about information seeking, this study found no significant overall differences between students based on their generational status. The study reinforced previous research about first-generation college students relying less on their parents than their continuing-generation peers. However, this study complicates previous research about first-generation students and their utilization of peers, librarians, tutoring centers, professors, or advisors as information sources, and suggests that institutional context plays an important role in shaping first-generation information seeking.

scholarly journals First generation college students and non-first-generation college students: Perceptions of belonging

2018 ◽  
Vol 8 (12) ◽  
pp. 58 ◽  
Author(s):  
Margaret Costello ◽  
Amy Ballin ◽  
Miriam Rosalyn Diamond ◽  
Lan Gao
Keyword(s):  
College Students ◽  
Peer Relationships ◽  
Sense Of Belonging ◽  
First Generation ◽  
First Generation College Students ◽  
Work And Family ◽  
First Generation Students ◽  
Family Responsibilities ◽  
Academic Degree ◽  
First Generation College

Background and objective: First generation college students (FGS), are emerging as an important demographic group for colleges and universities. Having a ‘sense of belonging’ or belonging is important to the success of all college students, especially for the retention of students who may be at risk of not completing their academic degree. The purpose of this study is to analyze differences between first generation and non-first-generation college students based on a mattering survey.Methods: Two hundred and thirty undergraduate students in one New England College participated in a study designed to uncover differences between FGS and non-first-generation college students based on responses to a mattering survey. The study utilized a questionnaire designed to capture students’ opinions on mattering. Open questions were included to inform and enrich the data.Results: First-generation student perceived a greater number of obstacles in their college experience than non-first-generation students. Obstacles to academic success for first generation students included lack of time to study due to work and family responsibilities, financial struggles, and unhelpful faculty relationships. Facilitators were helpful faculty and peer relationships. Lack of mental health support was cited as a barrier to both cohorts of students.Conclusions: Having a sense of belonging or mattering can help the student feel a connection to the college. This may aid the student in persisting towards graduation. Persistence toward graduation is important for all students including nursing students.

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