Multisphere

2020 ◽  
pp. 97-115
Author(s):  
Janel E. Benson ◽  
Elizabeth M. Lee
Keyword(s):  
First Generation ◽  
Academic Work ◽  
High Status ◽  
First Generation Students ◽  
Orientation Programs ◽  
Social Lives ◽  
Extracurricular Involvement ◽  
The Way

Chapter 5 focuses on Multisphere students who incorporated elements from both Work Hard and Play Hard geographies, balancing serious academic work, strong extracurricular involvement, and social lives in high-status venues. Most Multisphere students arrived on campus through targeted orientation programs. While these led to early and lasting friendships, Multisphere respondents’ campus acclimation processes are distinguished by a pattern of branching out, locating strong peer ties in varied social locations. The way that students in this geography float among different spheres, able to be comfortable and successful in each, makes this the most fluid of the campus geographies. There are few first-generation students in this geography, and the authors think of them in some ways as being both outliers and examples of what is possible for first-generation students.

Work Hard

2020 ◽  
pp. 72-96
Author(s):  
Janel E. Benson ◽  
Elizabeth M. Lee
Keyword(s):  
First Generation ◽  
Academic Work ◽  
High Status ◽  
First Generation Students ◽  
Summer Bridge ◽  
Daily Lives ◽  
Campus Engagement ◽  
Social Lives ◽  
Faculty Relationships

Chapter 4 describes first-generation students in a Work Hard geography. These academically engaged students made not only classes and homework central to their daily lives, but their friendships and social lives also were often rooted in either academic work and/or nonathletic extracurricular interests. Work Hard students report close faculty relationships and strong friendships, often with those from similar demographic backgrounds, but they are also lonely outside those spheres, avoiding the high-status social hubs of campus. Most students in this geography came through Summer Bridge, and much of their campus engagement is in reaction to the racism, classism, and sexism they feel and observe on campus. They have created friendship communities that provide affirmation and support and crafted geographies that link their social, extracurricular, and academic priorities. The overlap of these spaces provides a buffer but does not connect these students to wealthier peers.

Play Hard

2020 ◽  
pp. 47-71
Author(s):  
Janel E. Benson ◽  
Elizabeth M. Lee
Keyword(s):  
High School ◽  
Academic Achievement ◽  
First Generation ◽  
Sense Of Self ◽  
Self Esteem ◽  
High Status ◽  
First Generation Students ◽  
Greek Letter ◽  
Private High School ◽  
Greek Letter Organizations

Chapter 3 focuses on first-generation students who fit a Play Hard geography. Although academic achievement is important for many Play Hard students, it is less of a driver in students’ lives than for those in other geographies. Students arrange their lives more around leisure, participating in high-status social venues of athletics and/or Greek Letter Organizations where they meet more peers from more affluent and continuing-generation families than those in other geographies. Most who entered a Play Hard geography participate in athletics and/or attended a private high school. The small percentage of first-generation students who make their way into a Play Hard geography includes the greatest variation of experience along gender and racialized lines. Students located in a Play Hard geography experience varying levels of comfort, often participating at a steep cost to their sense of self-esteem or enjoyment.

scholarly journals From First to First: Black, Indigenous, and People of Color First-Generation Faculty and Administrator Narratives of Intersectional Marginality and Mattering as Communal Praxis

2021 ◽  
Vol 11 (12) ◽  
pp. 773
Author(s):  
Rican Vue
Keyword(s):  
Higher Education ◽  
Narrative Analysis ◽  
First Generation ◽  
People Of Color ◽  
Oral Histories ◽  
First Generation Students ◽  
Policy Makers ◽  
Social Lives ◽  
Faculty And Administrators

While the education of first-generation students (FGS) has garnered the attention of scholars, educators, and policy makers, there is limited dialogue on how first-generation faculty and administrators (FGF/A)—that is, first-generation students who went on to become faculty and/or administrators—experience higher education and are engaged in enhancing equity, inclusion, and justice. Intersectional approaches, which illuminate the nexus of race, gender, and class in education, are necessary for appreciating the complexity of FGF/A experiences and liberatory practices taking shape in higher education. Narrative analysis examining nine Black, Indigenous and People of Color (BIPOC) FGF/A oral histories reveal how stories of mattering and intersectional marginality are sites of communal praxis that aim to dislodge systems of power, including racism, classism, and patriarchy. This praxis involves validating the complexity of students’ academic and social lives and engaging vulnerability. The discussion encourages reflection of how communal praxis can be cultivated toward transforming the linked conditions of faculty and students.

Memories for the Return? Remembering the Nakba by the First Generation of Palestinian Refugees in Syria

2017 ◽  
Vol 16 (2) ◽  
pp. 177-192 ◽  
Author(s):  
Anaheed Al-Hardan
Keyword(s):  
First Generation ◽  
Palestinian Refugees ◽  
Oslo Accords ◽  
Right Of Return ◽  
Palestinian Refugee ◽  
Temporal And Spatial ◽  
The Right ◽  
Political Realities ◽  
The Way

The 1948 Nakba has, in light of the 1993 Oslo Accords and Palestinian refugee activists' mobilisation around the right of return, taken on a new-found centrality and importance in Palestinian refugee communities. Closely-related to this, members of the ‘Generation of Palestine’, the only individuals who can recollect Nakba memories, have come to be seen as the guardians of memories that are eventually to reclaim the homeland. These historical, social and political realities are deeply rooted in the ways in which the few remaining members of the generation of Palestine recollect 1948. Moreover, as members of communities that were destroyed in Palestine, and whose common and temporal and spatial frameworks were non-linearly constituted anew in Syria, one of the multiples meanings of the Nakba today can be found in the way the refugee communities perceive and define this generation.

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.

Uncharted Territory

2018 ◽  
Author(s):  
Courtney Freer
Keyword(s):  
Literature Review ◽  
Arabian Peninsula ◽  
Academic Work ◽  
Political Islam ◽  
Original Research ◽  
Social Policies ◽  
Detailed Explanation ◽  
Rentier States ◽  
The Way

This introductory chapter outlines where and how this book contributes original research to the existing scholarship on politics of rentier states in the Arabian Peninsula, as well as the academic work on political Islam through a brief literature review. This book will demonstrate that political Islam serves as a prominent voice critiquing social policies, as well as promoting more strictly political, and often populist or reformist, views supported by a great many Gulf citizens. As laid out in this chapter, this book demonstrates that the way that Islamist organizations operate in the unique environment of the super-rentiers is distinct. It also presents information about the methodology and sources used, as well as a detailed explanation for the use of country cases chosen. The chapter closes by describing the format of the book.

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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