First-generation college students of color attending PWIs in the Midwest relationship among help-seeking behaviors for racial microaggressions, academic self-efficacy, academic stress, mental well-being, and career decision-making difficulties

This installment of Current Insights highlights three studies that 1) take an interdisciplinary approach to characterizing active learning, 2) explore why faculty–student interactions may not be universally beneficial, and 3) characterize the help-seeking behaviors of first-generation college students.

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A Longitudinal Investigation of First-Generation College Students’ Mentoring Relationships During Their Transition to Higher Education

Journal of College Student Retention Research Theory & Practice ◽

10.1177/15210251211022741 ◽

2021 ◽

pp. 152102512110227

Author(s):

Matthew A. Hagler ◽

Kirsten M. Christensen ◽

Jean E. Rhodes

Keyword(s):

College Students ◽

Self Efficacy ◽

Help Seeking ◽

First Generation ◽

First Generation College Students ◽

Mentoring Relationships ◽

First Year ◽

School Membership ◽

Longitudinal Investigation ◽

First Generation College

Non-parent mentoring relationships are important protective factors for first-generation college students. Previous research has focused on singular mentoring relationships measured at one time point, failing to capture the breadth and dynamic nature of social networks. The current study is a longitudinal investigation of first-generation students’ mentoring networks during their transition to college at a four-year, predominantly minority-serving commuter university. At the beginning and end of their first year, students (N = 176) responded to online surveys on their mentoring relationship(s), attitudes toward help-seeking, and college experiences. Cumulative support from pre-college mentoring relationships retained across the first year was positively associated with self-efficacy. Support from newly acquired mentoring relationships was positively associated with psychological sense of school membership. Network orientation was positively associated with self-efficacy and sense of school membership. These findings highlight the importance of diverse mentoring networks and demonstrate the utility of collecting longitudinal data on multiple mentoring relationships.

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Fighting for Equity and Community in an Urban Research University

Metropolitan Universities ◽

10.18060/22174 ◽

2018 ◽

Vol 29 (1) ◽

Author(s):

Mary Ho ◽

George Sanchez

Keyword(s):

College Students ◽

Students Of Color ◽

Research University ◽

First Generation ◽

College Success ◽

First Generation College Students ◽

University Of Southern California ◽

Student Body ◽

Predominantly White Universities ◽

First Generation College

The equity lens evaluates institutional barriers that prevent students of color from gaining access to resources for college success (Bensimon, 2005). The first-generation college students at the University of Southern California are 16% of the total student body and students of color comprise two-thirds of this population. Since 2008, how to support first generation college students of color in their academic achievement and college success once in college has expanded the discussion beyond access. By evaluating institutional structures through the equity lens, the response has been to create intentional academic and social programs for first generation college students of color that bridge the academic and student services divide. Through descriptions of actual programs and stories from students affected by these programs, this essay will discuss innovative approaches to serving first-generation students of color at predominantly white universities.

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A Psychosociocultural View of Hispanic First-Generation College Students’ Graduation Rates

Journal of College Student Retention Research Theory & Practice ◽

10.1177/15210251211056299 ◽

2021 ◽

pp. 152102512110562

Author(s):

Christian A. Latino ◽

Justine Radunzel ◽

Jason D. Way ◽

Edgar Sanchez ◽

Alex Casillas ◽

...

Keyword(s):

College Students ◽

Self Efficacy ◽

First Generation ◽

Hispanic Students ◽

Degree Attainment ◽

First Generation College Students ◽

Bachelor's Degree ◽

First Generation College ◽

Bachelor's Degree Attainment ◽

Academic Self Efficacy

First-generation college students (FGCS), nearly 50% of which identify as Hispanic, are an underserved population. The psychosociocultural theoretical framework posits that individual, environmental, and cultural factors contribute to the academic success of Hispanic students. This study examined the relationship between these factors (i.e., demographics, academic self-efficacy, meeting with professors, and attending cultural programming) to 6-year bachelor’s degree attainment and time to bachelor’s degree attainment among Hispanic students at a Hispanic Serving Institution ( n = 358). Being better prepared academically, being female, and having greater academic self-efficacy were positively related to bachelor’s degree attainment; FGCS status was negatively related. Among students who graduated ( n = 208), entering college being better prepared academically, and having greater academic self-efficacy were related to quicker bachelor’s degree attainment; FGCS status was not significantly related. Practitioners may pay more attention to Hispanic students’ academic self-efficacy and the success of Hispanic male students.

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