Mexican American first-generation/low-income students

Mental health and attainment gaps comprise dual crises on today's college and university campuses, especially for first-generation and low-income students. Despite the common history and heritage of spirituality and religious foundations of America's colleges and universities, current norms and preferences have rendered candid discussions of spirituality to be, at best, passe, and, at worst, regressive. Despite extensive literature linking spirituality with psychological wellbeing, little is known as to what relationship, if any, spirituality has with psychological wellbeing and academic performance, particularly among first-generation and low-income students. This study uses a cross-sectional survey design. This study was conducted at a public, regional, Midwestern institution within an hour's driving radius of the Kansas City metropolitan area. Data were collected through a survey, rendering 135 participants. Quantitative analysis found that there was no statistical difference between first-generation or low-income students and their peers in spirituality or wellbeing, that spirituality that is or once was salient to the student was correlated with and predicts psychological wellbeing, that there was a relationship between psychological wellbeing and academic performance in specific circumstances, and that there was an indirect effect between spirituality and academic performance in the presence of psychological wellbeing. These data provide insight into the nature of the relationship between spirituality, wellbeing, and academic performance among college students and present implications for practitioners and researchers alike. [NEEDS DIACRITICS]

Defining First-generation and Low-income Students in Engineering: An Exploration

10.18260/1-2--34373 ◽

2020 ◽

Author(s):

Sara Atwood ◽

Shannon Gilmartin ◽

Angela Harris ◽

Sheri Sheppard

Keyword(s):

Low Income ◽

First Generation ◽

Low Income Students

Working in the Margins: A Study of University Professionals Serving Marginalized Student Populations

NASPA Journal ◽

10.2202/0027-6014.1389 ◽

2004 ◽

Vol 41 (4) ◽

Author(s):

Dawn D. Wallace ◽

Becky Ropers-Huilman ◽

Ron Abel

Keyword(s):

Low Income ◽

First Generation ◽

Underrepresented Students ◽

Institutional Context ◽

Low Income Students ◽

Professional Work ◽

Trio Programs

The purpose of this research is to gain some understandings of how university professionals who work with marginalized student populations perceive their professional work as situated within a university context. The professionals in this study work in federal TRIO programs that serve first-generation, low-income students who have been traditionally underrepresented in the academy. We hope this research furthers understanding of TRIO programs and their impact on underrepresented students. Specifically, we discuss TRIO professionals perspectives on how their institutional context affects their ability to serve students. We focus on the ways institutional participants understand and value these programs, as well as on the ways that institutions could be more supportive of TRIO programs.

Testing Basic Assumptions Reveals When (Not) to Expect Mindset and Belonging Interventions to Succeed

AERA Open ◽

10.1177/2332858420966994 ◽

2020 ◽

Vol 6 (4) ◽

pp. 233285842096699

Author(s):

Peter McPartlan ◽

Sabrina Solanki ◽

Di Xu ◽

Brian Sato

Keyword(s):

Academic Success ◽

Low Income ◽

First Generation ◽

Growth Mindset ◽

Underrepresented Minority ◽

Low Income Students ◽

Basic Assumptions ◽

Large Numbers ◽

Social Belonging ◽

College Setting

In this case study, we investigated the effectiveness of growth mindset and social belonging interventions in a college setting with large numbers of traditionally underrepresented groups (n = 1,091). In doing so, we highlight the characteristics of the students in our study that are important for determining whether we should expect such interventions to be effective for diverse higher education populations. Correlational analyses revealed no evidence that growth mindset or social belonging were barriers to academic success among targeted subgroups in our sample. Additionally, we found no evidence that underrepresented minority, first-generation, or low-income students substantially endorsed fixed mindset or belonging uncertainty measures at baseline. We discuss benefits of testing basic assumptions for interpreting null results, including choosing the most appropriate interventions, accurately identifying subgroups who face psychological barriers to academic success, and establishing “redundancy thresholds” at which messages do not need to be reinforced by interventions.

Every Learner Everywhere and Lighthouse Institutions: First-Year Experiences

10.51388/20.500.12265/99 ◽

2020 ◽

Author(s):

◽

Keyword(s):

Low Income ◽

Students Of Color ◽

Adaptive Learning ◽

Teaching And Learning ◽

First Generation ◽

First Year ◽

Low Income Students ◽

Gateway Courses ◽

Improving Teaching And Learning ◽

First Year Experiences

In this report, Every Learner Everywhere & Lighthouse Institutions share first-year experiences of 2- and 4-year colleges piloting new versions of gateway courses incorporating adaptive learning in an effort to address achievement gaps for first-generation students, low-income students, and students of color by improving teaching and learning with the support of adaptive tools.

The Relationship Between a Retention Program and the Persistence and Graduation Rates of First-Generation Low-Income Students at an Urban, Public University

10.25148/etd.fi11120908 ◽

2011 ◽

Author(s):

Dorret E Sawyers

Keyword(s):

Graduation Rates ◽

Low Income ◽

First Generation ◽

Public University ◽

Low Income Students ◽

The Relationship

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

International Journal of Educational Reform ◽

10.1177/105678791702600306 ◽

2017 ◽

Vol 26 (3) ◽

pp. 250-257 ◽

Cited By ~ 1

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.

Are College Faculty and First-Generation, Low-Income Students Ready for Each Other?

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025115584748 ◽

2015 ◽

Vol 18 (2) ◽

pp. 194-216 ◽

Cited By ~ 8

Author(s):

Alfred R. Schademan ◽

Maris R. Thompson

Keyword(s):

Low Income ◽

First Generation ◽

College Faculty ◽

Low Income Students

Historically Underrepresented Students Redefining College Success in Higher Education

Journal of Postsecondary Student Success ◽

10.33009/fsop_jpss127615 ◽

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.