Early college can boost college success rates for low-income, first-generation students

2016 ◽  
Vol 97 (5) ◽  
pp. 32-37
Author(s):  
Mamadou Ndiaye ◽  
Rebecca E. Wolfe
Keyword(s):  
Low Income ◽  
First Generation ◽  
College Success ◽  
Early College ◽  
First Generation Students ◽  
Success Rates

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 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.

Facets of family achievement guilt for low-income, Latinx and Asian first-generation students.

2021 ◽  
Author(s):  
Rebecca Covarrubias ◽  
Fabiana De Lima ◽  
Isidro Landa ◽  
Ibette Valle ◽  
Wilfrido Hernandez Flores
Keyword(s):  
Low Income ◽  
First Generation ◽  
First Generation Students

Evaluating Implementation of the Early College Model through a Theory of Change

2017 ◽  
Vol 26 (3) ◽  
pp. 250-257 ◽  
Author(s):  
Ann Allen ◽  
J. Kessa Roberts
Keyword(s):  
Low Income ◽  
First Generation ◽  
Change Theory ◽  
Race To The Top ◽  
Theory Of Change ◽  
Early College ◽  
College Courses ◽  
Low Income Students ◽  
Low Performing Schools

Early College is an initiative aimed at helping first-generation, minority, and low-income students access college courses while they are still in high school. Early College was one of the Race to the Top (RttT) initiatives funded in Ohio. Examining Early College through a change theory lens, we present findings from a two-year case study of Ohio's Early College initiative as to the opportunities and challenges of implementing Early College as an innovation for low-performing schools. Findings from the two sites highlight both similarities and differences according to the context, mission, and vision of the leaders implementing the reform.

A new approach to supplementary instruction narrows achievement and affect gaps for underrepresented minorities, first-generation students, and women

2018 ◽  
Vol 19 (3) ◽  
pp. 846-866 ◽  
Author(s):  
Cynthia A. Stanich ◽  
Michael A. Pelch ◽  
Elli J. Theobald ◽  
Scott Freeman
Keyword(s):  
General Chemistry ◽  
Low Income ◽  
Sense Of Belonging ◽  
First Generation ◽  
Underrepresented Minorities ◽  
First Generation Students ◽  
Supplementary Instruction ◽  
Explanatory Mixed Methods ◽  
Group Interviews ◽  
The Impact

To help students who traditionally underperform in general chemistry, we created a supplementary instruction (SI) course and called it the STEM-Dawgs Workshops. These workshops are an extension of the Peer-led Team Learning (PLTL) SI. In addition to peer-facilitated problem-solving, we incorporated two components inspired by learning sciences: (1) training in research-based study skills, and (2) evidence-based interventions targeting psychological and emotional support. Here we use an explanatory mixed methods approach to measure the impact of the STEM-Dawgs Workshops, with a focus on four sub-populations that are historically underrepresented in Chemistry: underrepresented minorities, females, low-income students, and first-generation students. Specifically, we compared three groups of students in the same General Chemistry course: students in general chemistry and not the workshops (“Gen Chem students”), students in the workshops (“STEM-Dawgs”), and students who volunteered for the workshops but did not get in (“Volunteers”). We tested hypotheses with regression models and conducted a series of focus group interviews with STEM-Dawgs. Compared to the Gen Chem population, the STEM-Dawg and Volunteer populations were enriched with students in all four under-represented sub-populations. Compared to Volunteers, STEM-Dawgs had increased exam scores, sense of belonging, perception of relevance, self-efficacy, and emotional satisfaction about chemistry. URM STEM-Dawgs had lower failure rates, and exam score achievement gaps that impacted first-generation and female Gen Chem students were eliminated in the STEM-Dawg population. Finally, female STEM-Dawgs had an increased sense of belonging and higher emotional satisfaction about chemistry than women Volunteers. Focus groups suggested that successes came in part from the supportive peer-learning environment and the relationships with peer facilitators. Together, our results indicate that this supplementary instruction model can raise achievement and improve affect for students who are underrepresented in chemistry.

scholarly journals Historically Underrepresented Students Redefining College Success in Higher Education

2021 ◽  
Vol 1 (2) ◽  
pp. 91-110
Author(s):  
Delma Ramos ◽  
Brenda Sifuentez
Keyword(s):  
College Student ◽  
Student Success ◽  
Low Income ◽  
Students Of Color ◽  
First Generation ◽  
College Success ◽  
Underrepresented Students ◽  
Low Income Students ◽  
Success In Higher Education ◽  
Definition Of

Extant definitions of college success largely focus on macro-level academic outcomes including academic achievement, retention, and persistence, which are linked to a limited set of indicators achievable by students including high grade averages, extra-curricular involvement, and leadership that denote a successful college student. These normative ideas of college success sustain ideologies that dismiss the multiplicity of ways students experience success in college and most importantly, they define who can and cannot be characterized as a successful college student. Relatedly, the dominant narrative of college success frames historically underrepresented college students (e.g. first-generation, low-income, students of color) as deficient and as less likely to be successful, even though these students consistently have to overcome greater adversity during their college trajectories and consequently experience many victories that are not legitimized as a success. Therefore, the purpose of this manuscript is to propose a more inclusive definition of the term college success that accounts for the diverse realities of students historically underrepresented and reveals the direct connection between student success and institutional success. Authors draw evidence from two research studies to illustrate their proposed definition of college success and provide implications for research, practice, and policy.

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