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.

Developing a Family Achievement Guilt Scale Grounded in First-Generation College Student Voices

2020 ◽  
Vol 46 (11) ◽  
pp. 1553-1566
Author(s):  
Rebecca Covarrubias ◽  
Isidro Landa ◽  
Ronald Gallimore
Keyword(s):  
Factor Analysis ◽  
Student Outcomes ◽  
First Generation ◽  
First Generation College Students ◽  
Family Roles ◽  
Student Voices ◽  
First Generation College Student ◽  
The Family ◽  
First Generation College ◽  
Test Retest Reliability

As the first in their families to attend college, first-generation students plausibly experience family achievement guilt—socioemotional distress related to “leaving family members” to attend college. Family achievement guilt is little studied but a promising indicator of student outcomes. The present work used psychometric methods to develop the family achievement guilt scale. First-generation (46.6%) and continuing-generation (i.e., at least one parent has a 4-year degree, 53.4%) students completed a 41-item guilt measure online. Exploratory factor analysis revealed four factors, including guilt related to Leaving Family Behind, Having More Privileges, Becoming Different, and Experiencing Pressures about not being successful. The scale yielded good internal and test–retest reliability. Moreover, guilt predicted greater engagement in family roles and interdependent motives for college, even after controlling for general negative affect. In measuring guilt in psychometrically sound ways, we validate the voices of first-generation college students and alert institutions to adjust how they serve students.

First-Generation College Student Success

2018 ◽  
pp. 55-90
Author(s):  
Chen Zuo ◽  
Evan Mulfinger ◽  
Frederick L. Oswald ◽  
Alex Casillas
Keyword(s):  
College Student ◽  
Student Success ◽  
First Generation ◽  
College Student Success ◽  
First Generation College Student ◽  
First Generation College

Talking ‘Bout My Generation: Defining “First-Generation College Students” in Higher Education Research

2018 ◽  
Vol 120 (4) ◽  
pp. 1-38
Author(s):  
Robert K. Toutkoushian ◽  
Robert A. Stollberg ◽  
Kelly A. Slaton
Keyword(s):  
Higher Education ◽  
College Students ◽  
First Generation ◽  
First Generation College Students ◽  
College Entrance ◽  
College Entrance Exam ◽  
Entrance Exam ◽  
First Generation College Student ◽  
First Generation College ◽  
College Educated

Background/Context There have been numerous studies conducted in the higher education literature to determine whether parental education is related to the academic plans and success of their children. Within this literature, particular emphasis is often given to children who are “first-generation college students.” However, researchers and policy makers have not reached agreement on what constitutes a first-generation college student and whether the definition affects the findings from their studies. Purpose/Objective/Research Question/Focus of Study In this study, we examined whether the way in which first-generation college status was defined affected its association with the likelihood of a student going to college. We used data from the Educational Longitudinal Study of 2002 (ELS:02), which is a nationally representative longitudinal sample of 10th-grade students in 2002 who were followed up in 2004, 2006, and 2012. Research Design We used binary and multinomial logistic regression analysis to examine how first-generation college status, as well as other personal, family, and school characteristics, were associated with whether a student took a college entrance exam, applied to college, and enrolled in college. For this study, we constructed eight different definitions of a first-generation college student. The definitions varied with regard to the level of education needed for a parent to be considered “college educated” and the number of parents meeting the education criteria. Conclusions/Recommendations Our results showed that the connection between first-generation college status and these three outcomes varied depending on how first-generation college status was defined. In general, we found larger deficits for first-generation college students when neither parent was college educated and when college educated was defined as earning a bachelor's degree or higher. First-generation college students faced the largest deficits for enrolling in college, and smaller (but often significant) deficits for taking a college entrance exam and applying to college. The results imply that researchers should be very specific about how they are defining first-generation college status and should determine whether their findings are sensitive to how the variable was defined.

Small Groups and First-Generation College Goers: An Intervention with African American High School Seniors

2020 ◽  
Vol 45 (1) ◽  
pp. 22-39
Author(s):  
Stacey Havlik ◽  
Krista Malott ◽  
Jose Diaz Davila ◽  
Denzell Stanislaus ◽  
Sarah Stiglianese
Keyword(s):  
High School ◽  
African American ◽  
Small Groups ◽  
First Generation ◽  
High School Seniors ◽  
First Generation College

Understanding Determinants for STEM Major Choice Among Students Beginning Community College

2020 ◽  
Vol 48 (3) ◽  
pp. 227-251
Author(s):  
Colleen A. Evans ◽  
Rong Chen ◽  
Ryan P. Hudes
Keyword(s):  
College Students ◽  
High School ◽  
Community College ◽  
Community Colleges ◽  
Community College Students ◽  
College Major ◽  
Major Choice ◽  
Science Laboratory ◽  
Advanced Mathematics ◽  
Stem Major

Objective: This study explored how high school and postsecondary academic parameters may relate to the choice of science, technology, engineering, and mathematics (STEM) major for students beginning their postsecondary education at community colleges. Our study incorporated these two clusters of factors into a statistical model to examine STEM major choice in community colleges. In particular, our study was one of the first to examine the direction and magnitude of the relationship between earned college credits in science laboratories and advanced mathematics and STEM college major selection. Method: We analyzed national data from the Education Longitudinal Study (2002) for students who were in 10th grade in 2002, entered community college as their first postsecondary institution, and declared a college major by 2006. A comprehensive integrated model was analyzed through binary logistic regression with the outcome variable of choice of STEM major or not. Results: We found math self-efficacy in high school, postsecondary introductory science laboratory courses, and postsecondary advanced mathematics courses were each positively associated with the choice of STEM major among community college students. Gender continues to be influential, with women less likely to pursue STEM than men. Contributions: Our study highlights the opportunities the science laboratory holds for engaging beginning community college students interested in STEM fields. The linchpin role of mathematics and science for students aspiring to study STEM is underscored by the findings of this study.

scholarly journals Barriers and Concerns Regarding Board Certification in Clinical Neuropsychology: A Program Evaluation

2019 ◽  
Vol 34 (7) ◽  
pp. 1304-1304
Author(s):  
A Reyes ◽  
K Tureson ◽  
J Arias ◽  
J Peraza ◽  
D A Gonzalez ◽  
...  
Keyword(s):  
African American ◽  
First Generation ◽  
Doctoral Program ◽  
Board Certification ◽  
Clinical Neuropsychology ◽  
First Generation College Student ◽  
Program Accreditation ◽  
First Generation College ◽  
Diverse Groups ◽  
Specific Barriers

Abstract Objective The Relevance 2050 Initiative’s Student Pipeline Subcommittee and the Board Certification Promotion Committee of the American Academy of Clinical Neuropsychology, in collaboration with the American Board of Clinical Neuropsychology, produced the first installment of a free webinar series to promote early education on board certification (BC) in clinical neuropsychology. A pre-webinar survey was given to inform future webinar topics and initiatives, including identification of specific barriers/concerns about BC. Method A total of 197 respondents completed the survey and self-identified as White (61%), Asian (16%), Hispanic (11%), African American (6%) and Multiracial (6%). Respondents’ demographics, type of doctoral program, program accreditation status, level of interest in pursuing BC, and specific barriers/concerns about BC were collected. Respondents self-identified with the following diverse groups: first-generation college student (19% White, 38% Asian, 18% Hispanic, 16% African American, 41% Multiracial), low SES (8% White, 6% Asian, 36% Hispanic, 33% African American, 33% Multiracial) and sexual gender minority (6% White, 6% Asian, 9% Hispanic, 43% Multiracial). Outcomes Qualitative data analysis of barriers/concerns identified the following themes: money, time, knowledge about BC, training flexibility, breadth of knowledge, training/mentor opportunities, international issues, and documentation. The top three barriers included training/mentor opportunities, training flexibility, and knowledge about BC. More than half of non-White trainees (60%; χ2 = 3.864, p = .049) endorsed training/mentor opportunities as a barrier relative to White trainees (41%), particularly among Hispanic trainees (82%) relative to other minority trainees. Discussion Results highlight the need to increase awareness and information about the BC. Also suggested is prioritization of resources for training/mentor opportunities, particularly for minority trainees.

Status Variation in Anticipatory Stressors and Their Associations with Depressive Symptoms

2020 ◽  
Vol 61 (2) ◽  
pp. 170-189 ◽  
Author(s):  
Matthew K. Grace
Keyword(s):  
Depressive Symptoms ◽  
Sexual Orientation ◽  
Gender Identity ◽  
First Generation ◽  
College Seniors ◽  
Social Stressors ◽  
First Generation College Student ◽  
Stress Theory ◽  
First Generation College ◽  
Frequent Exposure

Members of structurally disadvantaged social groups report more frequent exposure to a variety of negative life events and chronic strains, yet little research has examined whether similar patterns exist for anticipatory stressors, or challenging circumstances that loom as potential threats in the future. This study uses data collected as part of a national survey of college seniors (N = 995) to examine how anticipatory stress regarding economic and residential security, exposure to traumatic events, and experiences of discrimination vary by gender identity, race-ethnicity, sexual orientation, and first-generation college student status. Consistent with stress theory, anticipatory stressors are more commonly reported by members of disadvantaged groups. Notably, variation in anticipatory stressors explains a nontrivial proportion of differences in depressive symptoms found across gender identity and sexual orientation categories. Findings signal the necessity of incorporating anticipatory stressors into research in the stress paradigm to further disentangle the contributions of social stressors to health disparities.

Creating and Performing “I Accept My Role”

2018 ◽  
Vol 7 (4) ◽  
pp. 179-186
Author(s):  
Julie-Ann Scott
Keyword(s):  
Lived Experience ◽  
First Generation ◽  
White Child ◽  
Growing Up ◽  
Racial Justice ◽  
First Generation College Student ◽  
Southern Us ◽  
First Generation College ◽  
Poetic Response ◽  
Opening Session

This artist statement and poetic response to Ed Mabrey's poem map my ongoing journey to understanding my role in the cultural pursuit of racial justice. I begin with my initial reactions to the request to respond to Mabrey's poem as part of the Opening Session of the 2017 National Communication Association annual convention and explain my reasons for choosing to respond with an autoethnographic poem. I then trace my understandings of racism as 1) a working-class white child in a northern factory town, 2) a first-generation college student and academic, and 3) a parent of sons growing up in a racially divided southern US city. Location, relationships, power, and privilege emerge intertwined in my ongoing lived experience, art, and advocacy.

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