Working through the experiences of first-generation students of color, university mission, intersectionality, and post-subjectivity

2020 ◽  
pp. 1-16
Author(s):  
Stephen Santa-Ramirez ◽  
Timothy Wells ◽  
Jorge Sandoval ◽  
Mirka Koro
Keyword(s):  
Students Of Color ◽  
First Generation ◽  
First Generation Students ◽  
Working Through ◽  
University Mission

scholarly journals Turning Adversity into Capitals among Low Income First Generation Students of Color: Exploring Interdependence of Multiple Capitals

2021 ◽  
Vol 5 (6) ◽  
pp. p13
Author(s):  
Marcelle Jackson ◽  
Jung-ah Choi
Keyword(s):  
Social Networks ◽  
Low Income ◽  
Students Of Color ◽  
Parental Support ◽  
First Generation ◽  
First Generation College Students ◽  
Community Cultural Wealth ◽  
First Generation Students ◽  
Cultural Wealth ◽  
Higher Education System

Much literature have documented that low income, first generation college students tend to contend with challenges and hardships such as financial constraints, low parental support, lack of college information, and lack of social networks. However, a growing number of the studies reverse such “deficit” view on first generation students of color, and assert that resources of traditionally disadvantaged students become a community cultural wealth for accessing privilege. This study collects the experiences of low income students of color who graduated from PWIs in the U.S. higher education system. In so doing, the study uses Yosso’s Community Cultural Wealth as a theoretical framework, and analyzes the experiences in terms of how they transform their resources into capitals. The analysis of the data shows that each participant leverages Yosso’s six capitals in the way to gain successful educational attainment. Unfulfilled parental dream and pitying parents turn to valuable family and aspirational capitals; lack of clear goals and lack of guidance compelled the participants to be able to navigate through possible social networks. The data also shows how one capital reinforces and intersects with other capitals.

scholarly journals Using Phenomenological Interviewing to Learn from Underserved User Communities

2019 ◽  
Author(s):  
Amanda Folk ◽  
Tracey Overbey
Keyword(s):  
Students Of Color ◽  
First Generation ◽  
Qualitative Interviews ◽  
Structured Interview ◽  
First Generation Students ◽  
Black African ◽  
Academic Librarianship ◽  
User Communities ◽  
Past Experiences ◽  
Phenomenological Interviewing

The methods we use to learn about our user communities are critical to shaping our understanding of their library experiences, expectations, and needs. Professional librarians are overwhelmingly white and middle class, which means that we must be particularly thoughtful in how we learn about, learn from, and engage with user communities that have traditionally been underserved. Specifically, we must ensure that we are mindful of learning about underserved user communities from their perspective(s) rather than applying the perspectives of the majority. In academic librarianship, we have learned about traditionally underserved student populations, such as students of color and first-generation students, through quantitative and basic qualitative interviews. While this research has provided an important foundation for understanding the library experiences and needs of these students, it has not provided information about the arc of their library experiences and how their past experiences may shape their present and future library use.In this presentation, we introduce Seidman’s (2013) phenomenological interviewing and how it was modified and applied to two research studies exploring the experiences of traditionally underserved student populations—first-generation students and Black/African-American students—at two large research universities in the Midwest. Phenomenological interviewing requires the researcher to consider the research participants’ histories and lived experiences as they relate to the phenomenon being explored. Seidman outlines a three interview series, which includes understanding the participants’ historical experiences with the phenomenon being explored, their present experiences with the phenomenon, and, finally, a reflection on the meaning of those experiences. In each of the two studies introduced in this presentation, Seidman’s three-interview series was modified to design a 60-75-minute, semi-structured interview protocol.Finally, we highlight significant findings for each of the two studies and discuss how we believe the use of phenomenological interviewing allowed us to gather, analyze, and interpret rich, complex, and nuanced sets of data that contribute to and transform our professional and scholarly knowledge about these user communities.

Employing Resistance and Resilience in Pursuing K-12 Schooling and Higher Education: Lived Experiences of Successful Female First-Generation Students of Color

2015 ◽  
Vol 54 (3) ◽  
pp. 430-458 ◽  
Author(s):  
Laura M. Portnoi ◽  
Tiffany M. Kwong
Keyword(s):  
Higher Education ◽  
Students Of Color ◽  
Lived Experiences ◽  
First Generation ◽  
Urban Environments ◽  
First Generation Students ◽  
Personal Factors ◽  
Urban Schooling ◽  
Student Profiles ◽  
K 12

Drawing upon standpoint theory and phenomenology, this study chronicles the lived experiences of 16 successful female first-generation students of color as they pursued K-12 schooling and accessed higher education. Findings indicate that a complex set of school, family, peer, and personal factors affected students’ lived experiences in their urban environments; three holistic student profiles illustrate the interconnectedness of these factors. Stories of successful female first-generation students of color demonstrate how they, despite facing numerous challenges, used resistance and resilience during their K-12 urban schooling and when accessing higher education.

Test Anxiety in Potential First-Generation Students: A Longitudinal Examination of the Role of Psychological Needs

2020 ◽  
Vol 14 (2) ◽  
pp. 33-49
Author(s):  
Natalie Spadafora ◽  
Emily L. Murphy ◽  
Danielle S. Molnar ◽  
Dawn Zinga
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
First Generation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
First Generation Students ◽  
School Students ◽  
Post Secondary

It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147;  Mage = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students.

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.

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