scholarly journals Online Gerontology Courses: Issues of Equity

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 350-350
Author(s):  
Anita Sharma
Keyword(s):  
Meta Analysis ◽  
Personal Space ◽  
First Generation College Students ◽  
Course Delivery ◽  
Educational Institutions ◽  
Use Of Technology ◽  
First Generation College ◽  
University Of Louisiana ◽  
Method Of Instruction ◽  
The University

Abstract The COVID-19 Pandemic changed higher education in several significant ways. The most significant impact was on methods of course delivery. In March 2020, all educational institutions changed their methods of instruction to fully online instruction. It happened almost overnight and left the students as well as the instructors unprepared for the unanticipated metamorphosis . The sudden and unanticipated change in the method of instruction and delivery of course contents also highlighted issues of equity. There appeared to be high levels of inequity in the use of technology across school and college campuses. A survey of students conducted by the author at the University of Louisiana at Monroe revealed different types of inequity such as, lack of finances to buy equipment, lack of training in the use of technology, and lack of personal space to study from home. A significant percentage of student population at ULM consists of first-generation college students. These students were impacted the most by the new methods of course delivery. Additionally, the author looked up similar surveys at other educational institutions and conducted a meta-analysis of published studies. This paper presents these findings.

“Listen to the Feedback of Students”: First-Generation College Students Voice Inequalities in Schooling Brought on by the COVID-19 Pandemic

2021 ◽  
pp. 152102512110663
Author(s):  
Cassandra R. Davis ◽  
Harriet Hartman ◽  
Milanika Turner ◽  
Terri Norton ◽  
Julie Sexton ◽  
...  
Keyword(s):  
College Students ◽  
First Generation ◽  
Social Cognitive ◽  
First Generation College Students ◽  
Family Responsibilities ◽  
First Generation College ◽  
Students First ◽  
Return To College ◽  
The University ◽  
The Impact

In March 2020, the higher-education community faced one of its largest disruptions to date with the COVID-19 pandemic forcing campuses to close their doors to thousands of students. The university-wide closures prompted a collaboration between researchers and college administrators to assess the impact of COVID-19 on First-Generation College Students (FGCS). The team surveyed 659 FGCS across five U.S. universities to assess the ways in which the pandemic exacerbated already existing inequalities students faced in their persistence to graduate from college. The team used the social cognitive career theory as a conceptual framework for analysis. Our findings revealed that when respondents compared their life before COVID-19 with their present state, FGCS were less likely to perceive they had enough money to return to college, felt overwhelmed and lonely by added stress, and were more likely to see an increase in family responsibilities.

Addressing the Sophomore Slump: First-Generation College Students’ Completion of Year Two of Study in a Rural Bachelor’s Degree Granting College

2021 ◽  
pp. 152102512110148
Author(s):  
Davina Capik ◽  
Matthew Shupp
Keyword(s):  
College Students ◽  
First Generation ◽  
First Generation College Students ◽  
Bachelor's Degree ◽  
Drop Out ◽  
Sophomore Slump ◽  
First Generation College ◽  
Second Year ◽  
The University ◽  
Persistence Toward Graduation

There is limited research on the experiences of first-generation students who have completed their second year and enrolled for a third year in order to continue their studies even though this population of students are the most likely to drop out of college in their second year. The purpose of this qualitative study was to understand how current first-generation college students, who are enrolled or completed the second semester of their sophomore year, experience college as a first-generation student and made the decision to persist toward completing their bachelor’s degree. Through first-hand accounts of participants’ experiences of their time at the university, this study highlights what factors students contributed to their persistence toward graduation. The findings have the potential to facilitate a deeper understanding of what stakeholders working with first-generation college students can do to assist in retention efforts of this population.

Sociolinguistic Challenges to Minority Collegiate Success: Entering the Discourse Community of the College

2005 ◽  
Vol 6 (4) ◽  
pp. 369-393 ◽  
Author(s):  
John Wesley White
Keyword(s):  
Academic Success ◽  
Academic Literacy ◽  
First Generation College Students ◽  
Mentoring Programs ◽  
Discourse Community ◽  
College Level ◽  
Bridge Programs ◽  
First Generation College ◽  
Preparatory Programs ◽  
The University

A significant body of research has examined the reasons behind high minority collegiate attrition. All of this work has contributed to our understanding of the unique challenges minority and first generation college students face in the difficult transition to the often new culture that is the college experience. One area that has gone virtually ignored in the literature, however, is the relationship of language, discourse, and literacy to collegiate success. Because the university comprises its own “discourse community”—with its own “ways with words”—those wishing to help minority students in their transition to college should not ignore students' levels of academic literacy. Rather, differences in language use contribute to many students' feelings of alienation from the academic and social culture of the academy. Fortunately, results from this study support the thesis that students lacking academic literacy may be able to learn it—and have a better chance at academic success—through the efforts of college-preparatory programs, college-level student academic services programs, pre-collegiate “bridge” programs, and college mentoring programs.

Student Voice and Linguistic Identity: Digital Badging as a Tool for Retention of First Year and First Generation Undergraduates

2018 ◽  
Vol 46 (3) ◽  
pp. 186-198
Author(s):  
Becky Childs
Keyword(s):  
First Generation ◽  
Linguistic Diversity ◽  
First Generation College Students ◽  
Academic Community ◽  
First Year ◽  
National Council ◽  
First Year Students ◽  
Material Development ◽  
First Generation College ◽  
The University

This article describes the role that linguists can play in the retention of first year and first generation college students through both collaborative and cross-disciplinary work. By drawing on our academic training, linguists can design materials and implement programs both within and outside of our home academic departments that not only affirm students’ linguistic identities and home languages (National Council of Teachers of English 1974; Smitherman 1995), but also simultaneously engage them in overt discussion about the academic discourse community and ways to negotiate multiple linguistic terrains. An example of this type of engagement and material development is discussed in this article, which examines three learning modules that use an electronic badge system. The modules and badges allow students to explore linguistic diversity and discuss the different ways of “being” (including language) that they encounter in their new academic community. Coupled with these three badges for first year students, additional materials have been developed and implemented for student tutors at the university writing center. These materials better contextualize the linguistic diversity that student tutors encounter as they come into contact daily with linguistic diversity, primarily in the form of Southern U.S. English and African American English varieties.

scholarly journals Undergraduate Research: A Bridge to Graduate Education in Agricultural Biotechnology for Hispanics

2008 ◽  
Vol 18 (3) ◽  
pp. 516-519
Author(s):  
Eliezer S. Louzada ◽  
Hilda Sonia de Rio ◽  
Allison J. Abell ◽  
Gerson Peltz ◽  
Michael W. Persans
Keyword(s):  
Graduate Education ◽  
Undergraduate Students ◽  
First Generation ◽  
Undergraduate Research ◽  
First Generation College Students ◽  
Doctoral Level ◽  
University Of Texas ◽  
First Generation College ◽  
Hispanic Undergraduate Students ◽  
The University

Hispanics lag behind all other U.S. ethnic groups in education, and are especially poorly represented in science careers. Undergraduate research is an efficient method to attract undergraduate students to science, and many universities are taking advantage of this; however, much still needs to be done to fully explore its potential. In 2000, Texas A&M University-Kingsville, in collaboration with the University of Texas at Brownsville and the University of Texas Pan-American, initiated a undergraduate research internship program in citrus biotechnology to channel Hispanic undergraduate students into graduate education. To date, 51 internships have been provided, and 20 students have been channeled into graduate school, including four at the doctoral level. Most were first-generation college students.

scholarly journals What Matters in Higher Education A meta-analysis of a decade of learning design

2016 ◽  
Vol 9 (2) ◽  
pp. 1 ◽  
Author(s):  
Margaret Lloyd ◽  
Nan Bahr
Keyword(s):  
Higher Education ◽  
Meta Analysis ◽  
Educational Institutions ◽  
Learning Design ◽  
Short History ◽  
Delivery Methods ◽  
Use Of Technology ◽  
Efficient Delivery ◽  
System Leaders ◽  
History Of

<p class="JLDAbstract">The Journal of Learning Design (JLD) has had a relatively short history of open-access peer-reviewed publication in the broad field of multidisciplinary pedagogy and learning design in higher education with a focus on the innovative use of technology. It began in 2005 and its decade of publication has coincided with a period of great volatility in higher education largely wrought by technology and changes in the demographics and location of our student populations. During this decade, learning design has received growing attention as educational institutions have grappled with shifts to blended learning, incorporation of Web 2.0 technologies in course offerings, and conduct of fully online program suites. MOOCs, certification and badging have swept us off our feet at the same time as increasing scrutiny has been applied to ensure program quality and more efficient delivery methods. The Journal of Learning Design (JLD) has been a contemporaneous witness to this period of change and, along with others of its ilk, has provided an authentic discourse of how our authors, who identify as system leaders, academics and learning designers, have addressed the challenge of a changing learning environment.</p>

An Examination of High-Achieving First-Generation College Students From Low-Income Backgrounds

2017 ◽  
Vol 62 (1) ◽  
pp. 96-110 ◽  
Author(s):  
Thomas P. Hébert
Keyword(s):  
College Students ◽  
Low Income ◽  
First Generation ◽  
First Generation College Students ◽  
Family Adversity ◽  
First Generation College ◽  
University Experiences ◽  
High Achieving ◽  
K 12 ◽  
The University

Experiences of 10 high-achieving first-generation college students from low-income backgrounds were the focus of this qualitative research study. Family adversity and difficult personal experiences during adolescence were major themes; however, students benefitted from emotionally supportive K-12 educators and academic rigor in high school. Sustained family pride helped to keep them focused on reaching their goals, as well as intellectual engagement at the university, and influential mentors. The 10 participants developed a strong sense of purpose at the university and graduated well prepared for careers and graduate school. Implications of the findings are presented along with suggestions for designing effective university experiences for talented first-generation students.

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