FAMILY TIES: PERCEIVED FAMILY SUPPORT AND ACADEMIC SELF-EFFICACY IN FIRST-GENERATION COLLEGE STUDENTS

2021 ◽  
Author(s):  
Rebekah Romero Dees ◽  
Philip Auter
Keyword(s):  
College Students ◽  
Family Support ◽  
Self Efficacy ◽  
First Generation ◽  
First Generation College Students ◽  
Family Ties ◽  
First Generation College ◽  
Academic Self Efficacy

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

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.

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

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.

scholarly journals First-Generation College Students and Family Support: A Critical Review of Empirical Research Literature

2021 ◽  
Vol 11 (6) ◽  
pp. 294
Author(s):  
Samantha LeBouef ◽  
Jodi Dworkin
Keyword(s):  
College Students ◽  
Family Support ◽  
Empirical Research ◽  
First Generation ◽  
Empirical Studies ◽  
First Generation College Students ◽  
Research Literature ◽  
Empirical Literature ◽  
First Generation College ◽  
Research Narrative

The majority of empirical literature on first generation college students (FGCSs) in the U.S. asserts that because their parents did not attend college, FGCSs are lacking important resources to be successful in college. However, this results in a deficit-based approach to the study of FGCSs that tends to highlight the differences between first-generation and continuing-education students. However, FGCSs possess a wealth of resources from parents and families that make them successful, and that are often ignored in research. Asset-based approaches to the study of FGCSs are becoming more frequent in the form of books, book chapters, and white papers; however, published empirical research has yet to adopt this approach. As a result, a deeper understanding of FGCSs’ experiences is essential to advancing diversity and equity in higher education. To begin to address this gap, a systematic literature review of empirical studies following the PRISMA framework was conducted on first generation college students and family support; the literature was critically reviewed and future directions for the field were identified. Applying a critical, cultural, and familial lens to the study of first-generation college students will contribute to reframing the research narrative towards an asset-based narrative.

Resilience Through Family: Family Support as an Academic and Psychological Protective Resource for Mexican Descent First-Generation College Students

2021 ◽  
pp. 153819272098710
Author(s):  
Amber Jimenez ◽  
Brandy Piña-Watson ◽  
Gabriela Manzo
Keyword(s):  
College Students ◽  
Depressive Symptoms ◽  
Family Support ◽  
First Generation ◽  
College Persistence ◽  
The United States ◽  
First Generation College Students ◽  
Mexican Descent ◽  
Familial Support ◽  
First Generation College

The present study examines the potential protective effect of familial support among first-gen Mexican descent college students regarding GPA, college persistence, and depressive symptoms. Participants included 487 Mexican descent college students from across the United States (66.7% first-gen). Results indicated that being a first-gen student was not related to the outcomes; however, family support was related to better academic and psychological outcomes (lower depressive symptoms and higher college persistence) regardless of generation status.

Contextual Factors in the Career Development of Prospective First-Generation College Students

2016 ◽  
Vol 26 (1) ◽  
pp. 183-196
Author(s):  
Neeta Kantamneni ◽  
Morgan R. C. McCain ◽  
Nichole Shada ◽  
Mary A. Hellwege ◽  
Jessica Tate
Keyword(s):  
College Students ◽  
Ethnic Identity ◽  
Student Engagement ◽  
Self Efficacy ◽  
First Generation ◽  
Social Cognitive ◽  
First Generation College Students ◽  
First Generation College ◽  
Career Model ◽  
Social Cognitive Career

Sociocultural influences may affect the academic and vocational development of first-generation college students; however, research in this area remains limited. The purpose of this study was to examine how contextual influences predicted academic and vocational outcomes for prospective first-generation college students. Participants included 142 (62 males and 80 females) high school students from low-income backgrounds enrolled in a college preparatory program. Path analyses tested the fit of a social cognitive career model examining how distal (e.g., ethnic identity) and proximal (e.g., parental support, perceptions of barriers) factors predicted vocational outcome expectations (VOE), vocational/educational self-efficacy, and student engagement. Results found an adequate fit for the social cognitive career model. Ethnic identity predicted VOEs and self-efficacy. Father support and perceived barriers predicted vocational/educational self-efficacy, whereas mother support (MS) predicted VOEs. Additionally, VOEs and MS predicted student engagement.

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