The lived experiences of underemployed first-generation college graduates

Latinx first-generation college graduates often experience a myriad of structural, emotional, financial and academic barriers while navigating higher education as undergraduate and graduate students and later, if they become faculty members. While many studies have documented these struggles within the field, the political, methodological and pedagogical praxis of testimonio has been used to reflect on and document these struggles in ways that give the authors agency in retelling and reclaiming their experiences of marginalization and resistance. In this paper, the authors build on the metaphor of a labyrinth to describe how higher education can often feel similar to a maze-like path to navigate, yet, the spiritual and reflective practice of labyrinth- walking involves three stages of soul development which can also be experienced through testimonio: releasing, receiving and returning to oneself

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First-Generation College Students as Academic Learners: A Systematic Review

Review of Educational Research ◽

10.3102/0034654319899707 ◽

2020 ◽

Vol 90 (2) ◽

pp. 139-178 ◽

Cited By ~ 1

Author(s):

Jillian Ives ◽

Milagros Castillo-Montoya

Keyword(s):

College Students ◽

Systematic Review ◽

Lived Experiences ◽

First Generation ◽

First Generation College Students ◽

Academic Learning ◽

Alternative View ◽

Clear Understanding ◽

First Generation College ◽

Academic Content

The literature on first-generation college students largely focuses on the challenges and barriers they may experience in college. Yet, we do not have a clear understanding of who these students are as learners. To address this gap, this systematic review examines how scholars study and conceptualize first-generation college students as learners. We found the majority of the literature we reviewed conceptualized them as learners based on their academic performance and the influence of cultures on their learning. These two conceptualizations positioned first-generation college students against normative ways of learning, and in doing so promulgate an assimilation approach in higher education. We found a smaller body of literature that conceptualized first-generation college students as learners whose lived experiences, when connected to academic content, can contribute to their academic learning, advancement of disciplines, self-growth, and community development. We use this alternative view to provide recommendations for studying and working with first-generation college students.

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What enables the “meritocratic power” of a college degree? Changing labor market outcomes of first-generation college graduates in post-revolution China

Chinese Sociological Review ◽

10.1080/21620555.2021.1888080 ◽

2021 ◽

pp. 1-27

Author(s):

Hao Dong ◽

Xiaoguang Fan

Keyword(s):

Labor Market ◽

First Generation ◽

College Graduates ◽

Labor Market Outcomes ◽

College Degree ◽

Market Outcomes ◽

First Generation College

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C's Get Degrees and Degrees lead too…Healthier Mental Health? The Effect of Cultural and Social Capital on Mental Health

10.31235/osf.io/nuqrz ◽

2018 ◽

Author(s):

Samantha Garcia

Keyword(s):

Mental Health ◽

Cultural Capital ◽

First Generation ◽

College Graduates ◽

Well Being ◽

Poor Mental Health ◽

College Degree ◽

Social And Cultural Capital ◽

First Generation College ◽

Mental Well Being

Does social and cultural capital have beneficial outcomes that extend to the mental well-being of First Generation College graduates? Obtaining higher levels of educational degrees is known to produce positive rewards in lifestyle, opportunities, and income. Educational mobility is directly linked to social mobility. As one climbs the social ladder, one builds a broader network of people to rely on. This study analyzes 2010-2014 General Social Survey (GSS) data to report on the relationship between first-generation graduate status and self-reported days of mental health among 1654 non-institutionalized respondents in the U.S. All the parents of the respondents in the subset did not have a college degree of any kind. I hypothesize that among individuals whose parents do not have a college degree, first-generation college graduates (FGCG) are more likely to report less days of poor mental health than respondents with no college degree. The results support the hypothesis. Being a FGCG decreases the amount of days of poor mental well-being. In this study I make the connection that acquiring social and cultural capital is an effect of FGCG status. However, age appears to have a significant effect on the number of days of poor mental health, as well. I suggest reasons for this finding in the discussion.

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Visibility & support for first generation college graduates in medicine

Medical Education Online ◽

10.1080/10872981.2021.2011605 ◽

2022 ◽

Vol 27 (1) ◽

Author(s):

Abraham Gallegos ◽

Lynn K. Gordon ◽

Gerardo Moreno ◽

Sue Nahm ◽

Kathleen Brown ◽

...

Keyword(s):

First Generation ◽

College Graduates ◽

First Generation College

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EXPLORING FIRST-GENERATION COLLEGE STUDENTS LEADERSHIP BEHAVIORS AND ACTIONS DURING INTRAMURAL SPORTS

10.52499/2021015 ◽

2021 ◽

Vol 3 (1) ◽

pp. 52-62

Author(s):

Joseph Milone

Keyword(s):

College Students ◽

Leadership Development ◽

First Generation ◽

College Graduates ◽

Leadership Skills ◽

Sports Participation ◽

First Generation College Students ◽

Intramural Sports ◽

Campus Involvement ◽

First Generation College

College graduates need to have specific leadership-related skills, behaviors, and traits when entering the workforce. Campus involvement is one way for students to develop such areas. Therefore, this qualitative study explored the self-reported leadership skills of first-generation college students who were actively participating in intramural sports. Twelve students from a 4-year public university in the Northeast were interviewed about the research-driven photographs they submitted depicting leadership skills they engaged in during intramural sports participation. Photograph captions and interviews were analyzed using Kouzes and Posner’s (2014) leadership model. Findings revealed that students reported engaging in behaviors and actions aligned with the leadership practices described by Kouzes and Posner (2014). These findings can help inform the decisions campus recreation professionals make about the role leadership development plays in program offerings.

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