“I Made Myself Fit In”: Johny’s Story

2021 ◽  
pp. 002242942110018
Author(s):  
Tami J. Draves ◽  
Jonathan E. Vargas
Keyword(s):  
High School ◽  
Community College ◽  
First Generation ◽  
First Year ◽  
First Generation College Student ◽  
Community College Transfer Students ◽  
Race And Class ◽  
Musical Background ◽  
Schools Of Music ◽  
Music Class

The purpose of this narrative inquiry was to re-story the experiences of a first-year music teacher with regard to race and class. Johny was a first-year high school guitar teacher in the southwestern United States who identified as Hispanic and was raised in a family with a lower income. He was also a first-generation college student whose path to university study was atypical because of his major instrument, musical background, little high school music class participation, and entrance to postsecondary music study at a community college. Johny’s story is a work of critical storytelling and is interpreted through an intersectional framework. His story compels us to thoughtfully attend to curriculum, musical knowledge, equity, and how music educators can serve an increasingly diverse student population in schools of music. Issues for consideration include (a) increased support of nontraditional students, including those from marginalized populations, such as students with lower incomes, first-generation students, and community college transfer students, and (b) promoting meaningful and collaborative change across multiple areas in schools of music.

Time Perspective and Grade Expectations as Predictors of Student Achievement and Retention in the First Year of Community College

2020 ◽  
pp. 152102512096067
Author(s):  
Taylor W. Acee ◽  
Meagan A. Hoff ◽  
Darolyn A. Flaggs ◽  
Breana Sylvester
Keyword(s):  
Community College ◽  
Economically Disadvantaged ◽  
First Generation ◽  
Time Perspective ◽  
Motivational Factors ◽  
First Year ◽  
Student Background ◽  
First Semester ◽  
Orientation Course ◽  
Hispanic Serving

The authors examined three motivational factors (first-year grade expectations, present-focused time perspective, and future-focused time perspective) as predictors of achievement and retention outcomes for students ( N = 844) in their first semester at a predominately Hispanic-serving community college, accounting for student background characteristics. In this correlation research study, instructors administered surveys to students in a required first-year orientation course. Survey data was then merged with institutional data. The results of the multiple regression analysis suggested that first-year grade expectations, present-focused time perspective, age, ethnicity, first-generation status, and academically underprepared status were statistically significant predictors of first-semester GPA and explained 9.0% of the variation, whereas future-focused time perspective, sex, and economically disadvantaged status were not. First-year grade expectations and economically disadvantaged status significantly predicted second-semester retention; the other study predictors did not. This study expands research on malleable motivational factors educators could target to support students in their first year of community college.

scholarly journals College on the Cheap: Consequences of Community College Tuition Reductions

2017 ◽  
Vol 9 (2) ◽  
pp. 155-188 ◽  
Author(s):  
Jeffrey T. Denning
Keyword(s):  
High School ◽  
Community College ◽  
Community Colleges ◽  
College Enrollment ◽  
First Year ◽  
College Tuition ◽  
Percentage Points ◽  
Experimental Variation ◽  
Quasi Experimental ◽  
Over Time

This paper examines the effects of community college tuition on college enrollment. I exploit quasi-experimental variation from discounts for community college tuition in Texas that were expanded over time and across geography for identification. Community college enrollment in the first year after high school increased by 5.1 percentage points for each $1,000 decrease in tuition, which implies an elasticity of —0.29. Lower tuition also increased transfer from community colleges to universities. Marginal community college enrollees induced to attend by reduced tuition have similar graduation rates as average community college enrollees. (JEL H75, I22, I23, I28)

scholarly journals Generating social capital in first-generation students through a first-year seminar at a midwest university

2019 ◽  
Author(s):  
◽  
Christine Sudbrock
Keyword(s):  
High School ◽  
Social Capital ◽  
Parental Education ◽  
First Generation ◽  
First Year ◽  
First Generation Students ◽  
Five Dimensions ◽  
University Life ◽  
Students First ◽  
Peer Social Capital

Graduating college is an important milestone, but, for first-generation students (FGS), this can be more of a challenge than continuing-generation students. First-year seminars (FYS) aim to integrate students academically and socially to university life. The literature has not measured how social capital may differ based on parental education or in different types of FYS. No evidence was found for considering FGS-none (students where neither parent has had any education beyond high school) and FGS-some (students where at least one parent has had some education beyond high school, but did not complete a four-year degree) distinct populations. Social capital at the end of the semester for FGS-none was significantly smaller than continuing-generation students. There were significant increases in total social capital for FGS-none and continuing-generation students but not FGS-some. Factor analysis revealed five dimensions of social capital in the survey instrument: advisor, faculty, institutional, family, and peer. All FGS groups increased advisor social capital; FGS-some and continuing-generation students increased faculty social capital; FGS-some increased peer social capital; and continuing-generation students increased institutional social capital.

scholarly journals Transitioning from High School to College: Examining the Sources and Influences of Social Capital for a First-Generation Latina Student

2016 ◽  
Author(s):  
Randall Clemens
Keyword(s):  
High School ◽  
Social Capital ◽  
El Salvador ◽  
Low Income ◽  
First Generation ◽  
The United States ◽  
First Year ◽  
Freshman Year ◽  
School Based ◽  
High School To College

This paper uses the life history method to narrate the experiences of Camilla, a 19-year-old, first-year student at a four-year university. Camilla emigrated with her mother from El Salvador to the United States during her freshman year of high school. Based on two years of data collection, the author presents Camilla’s experiences at different stages, including her childhood in El Salvador, first and last year in high school, and her first year in college. The paper explores the sources and influences of social capital for a low-income, first-generation student and highlights its dynamic and contextual nature. The author argues that the findings have direct implications for the development of college access and readiness policies.

scholarly journals The Effects of Students’ Self-Perceptions of Behaviors, Attitudes, and Aptitudes on their First-to-Second-Year Persistence

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Rebecca Lambert ◽  
Ketevan (Kate) Mamiseishvili
Keyword(s):  
High School ◽  
First Year ◽  
First Year Students ◽  
First Generation College Student ◽  
High School Gpa ◽  
College Involvement ◽  
First Generation College ◽  
Second Year ◽  
Cooperative Institutional Research Program ◽  
Private High School

The study used the data from the Cooperative Institutional Research Program (CIRP) Freshman Survey to examine the effects of first-year students’ perceptions of their behaviors, attitudes, and aptitudes on their first-to-second-year persistence at a small, private, faith-based institution. Logistic regression analysis revealed that attending a private high school, high school GPA, academic self-concept, and likelihood of college involvement positively influenced students’ persistence, while being a first-generation college student was negatively related to persistence to the second year. Implications of these results for practice and policy are provided.

Patterns of Persistence in Intended College Major with a Focus on STEM Majors

2010 ◽  
Vol 30 (2) ◽  
pp. 19-34 ◽  
Author(s):  
Emily J. Shaw ◽  
Sandra Barbuti
Keyword(s):  
High School ◽  
Advanced Placement ◽  
First Generation ◽  
College Major ◽  
Stem Majors ◽  
First Generation College Student ◽  
Academic Field ◽  
Stem Major ◽  
First Generation College ◽  
High School Performance

In this study, we examined patterns of persisting in and switching from an intended college major (chosen in high school) in the third year of college. We focused on science, technology, engineering, and math (STEM) major persistence because of the national effort to increase those entering STEM careers. Results showed differences in persistence by academic field as well as by gender, parental income, and first-generation college student status with the largest variation by ethnicity. Further examination of STEM major persistence showed that high school performance in math and science, taking advanced placement exams in STEM, articulating positive science self-efficacy beliefs, and professing a goal of obtaining a doctorate were also related to persistence in varied ways across STEM majors.

First-Generation Students at Selective Colleges

2020 ◽  
pp. 23-46
Author(s):  
Janel E. Benson ◽  
Elizabeth M. Lee
Keyword(s):  
High School ◽  
Social Life ◽  
First Generation ◽  
First Year ◽  
First Generation Students ◽  
Demographic Group ◽  
First Year Of College ◽  
Selective Colleges ◽  
Sorting Process ◽  
Academic Profile

Chapter 2 provides a portrait of first-generation students who attend selective colleges by placing them in comparison with continuing-generation students, the dominant demographic group on these campuses. This chapter focuses on students’ high school backgrounds—the ways they get to college—and then discusses briefly the ways this background leads them into an initial institutional sorting process. While first-generation students share a similarly strong high school academic profile as their continuing-generation counterparts, they come of age within very different contexts. The authors show that some of these differences have implications for how first-generation students identify connections on campus during the first few weeks of college. Moreover, first-generation students find themselves in somewhat different campus geographies than continuing-generation at the end of their first year of college. First-generation are more likely to be Disconnected than their continuing-generation peers and less embedded in campus geographies connected to mainstream social life (Play Hard and Multisphere).

Blockades, Barricades, and Barriers: Accessing and Navigating Academia from a Multi-Marginalized Positionality

2017 ◽  
Vol 2 (2) ◽  
pp. 108-119
Author(s):  
A.M. Foiles Sifuentes
Keyword(s):  
Working Class ◽  
Graduate School ◽  
Students Of Color ◽  
First Generation ◽  
First Generation College Student ◽  
Race And Class ◽  
Graduate Students Of Color ◽  
Racial Privilege ◽  
First Generation College ◽  
The Impact

This article is an autoethnographic account of a gender-queer, working-class, woman of color scholar’s venture into academia. Through an analysis of race and class violence compounded by gender and first-generation college student status, the author recounts the impact of intersectional identities on both their entry into higher education and their progression through graduate school. The author grapples with the isolation derived from engaging graduate students of color from economically privileged backgrounds. Similarly, they delve into finding community among white working-class academics and having to contend with whiteness and unexamined racial privilege. Further, definitions of work and productivity on the academic landscape are thoroughly examined as well as how a class-based consciousness shaped their professional trajectory.

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