scholarly journals Undergraduate Research: A Bridge to Graduate Education in Agricultural Biotechnology for Hispanics

2008 ◽  
Vol 18 (3) ◽  
pp. 516-519
Author(s):  
Eliezer S. Louzada ◽  
Hilda Sonia de Rio ◽  
Allison J. Abell ◽  
Gerson Peltz ◽  
Michael W. Persans
Keyword(s):  
Graduate Education ◽  
Undergraduate Students ◽  
First Generation ◽  
Undergraduate Research ◽  
First Generation College Students ◽  
Doctoral Level ◽  
University Of Texas ◽  
First Generation College ◽  
Hispanic Undergraduate Students ◽  
The University

Hispanics lag behind all other U.S. ethnic groups in education, and are especially poorly represented in science careers. Undergraduate research is an efficient method to attract undergraduate students to science, and many universities are taking advantage of this; however, much still needs to be done to fully explore its potential. In 2000, Texas A&M University-Kingsville, in collaboration with the University of Texas at Brownsville and the University of Texas Pan-American, initiated a undergraduate research internship program in citrus biotechnology to channel Hispanic undergraduate students into graduate education. To date, 51 internships have been provided, and 20 students have been channeled into graduate school, including four at the doctoral level. Most were first-generation college students.

“Listen to the Feedback of Students”: First-Generation College Students Voice Inequalities in Schooling Brought on by the COVID-19 Pandemic

2021 ◽  
pp. 152102512110663
Author(s):  
Cassandra R. Davis ◽  
Harriet Hartman ◽  
Milanika Turner ◽  
Terri Norton ◽  
Julie Sexton ◽  
...  
Keyword(s):  
College Students ◽  
First Generation ◽  
Social Cognitive ◽  
First Generation College Students ◽  
Family Responsibilities ◽  
First Generation College ◽  
Students First ◽  
Return To College ◽  
The University ◽  
The Impact

In March 2020, the higher-education community faced one of its largest disruptions to date with the COVID-19 pandemic forcing campuses to close their doors to thousands of students. The university-wide closures prompted a collaboration between researchers and college administrators to assess the impact of COVID-19 on First-Generation College Students (FGCS). The team surveyed 659 FGCS across five U.S. universities to assess the ways in which the pandemic exacerbated already existing inequalities students faced in their persistence to graduate from college. The team used the social cognitive career theory as a conceptual framework for analysis. Our findings revealed that when respondents compared their life before COVID-19 with their present state, FGCS were less likely to perceive they had enough money to return to college, felt overwhelmed and lonely by added stress, and were more likely to see an increase in family responsibilities.

Addressing the Sophomore Slump: First-Generation College Students’ Completion of Year Two of Study in a Rural Bachelor’s Degree Granting College

2021 ◽  
pp. 152102512110148
Author(s):  
Davina Capik ◽  
Matthew Shupp
Keyword(s):  
College Students ◽  
First Generation ◽  
First Generation College Students ◽  
Bachelor's Degree ◽  
Drop Out ◽  
Sophomore Slump ◽  
First Generation College ◽  
Second Year ◽  
The University ◽  
Persistence Toward Graduation

There is limited research on the experiences of first-generation students who have completed their second year and enrolled for a third year in order to continue their studies even though this population of students are the most likely to drop out of college in their second year. The purpose of this qualitative study was to understand how current first-generation college students, who are enrolled or completed the second semester of their sophomore year, experience college as a first-generation student and made the decision to persist toward completing their bachelor’s degree. Through first-hand accounts of participants’ experiences of their time at the university, this study highlights what factors students contributed to their persistence toward graduation. The findings have the potential to facilitate a deeper understanding of what stakeholders working with first-generation college students can do to assist in retention efforts of this population.

scholarly journals First Generation College Students’ Perceptions of an Academic Retention Program

2019 ◽  
Vol 19 (5) ◽  
Author(s):  
Lisa Schelbe ◽  
Martin Swanbrow Becker ◽  
Carmella Spinelli ◽  
Denesha McCray
Keyword(s):  
College Students ◽  
Academic Success ◽  
Focus Groups ◽  
Undergraduate Students ◽  
First Generation ◽  
First Generation College Students ◽  
Team Members ◽  
First Generation College ◽  
Academic Retention ◽  
Program Components

This qualitative study examines the perceptions of students enrolled in a campus-based program designed to promote academic success and retention of first generation college students. Method: Twenty-five undergraduate students in the program participated in focus groups and interviews to share their perceptions and experiences. Research team members conducted a thematic analysis on the focus groups and interviews transcripts. Findings: Students reported program components that contributed to their academic success and retention including support, expectations, resources, and preparation. Students also described concerns about how students’ needs changed over time and how students in the program were perceived on campus.

Student Voice and Linguistic Identity: Digital Badging as a Tool for Retention of First Year and First Generation Undergraduates

2018 ◽  
Vol 46 (3) ◽  
pp. 186-198
Author(s):  
Becky Childs
Keyword(s):  
First Generation ◽  
Linguistic Diversity ◽  
First Generation College Students ◽  
Academic Community ◽  
First Year ◽  
National Council ◽  
First Year Students ◽  
Material Development ◽  
First Generation College ◽  
The University

This article describes the role that linguists can play in the retention of first year and first generation college students through both collaborative and cross-disciplinary work. By drawing on our academic training, linguists can design materials and implement programs both within and outside of our home academic departments that not only affirm students’ linguistic identities and home languages (National Council of Teachers of English 1974; Smitherman 1995), but also simultaneously engage them in overt discussion about the academic discourse community and ways to negotiate multiple linguistic terrains. An example of this type of engagement and material development is discussed in this article, which examines three learning modules that use an electronic badge system. The modules and badges allow students to explore linguistic diversity and discuss the different ways of “being” (including language) that they encounter in their new academic community. Coupled with these three badges for first year students, additional materials have been developed and implemented for student tutors at the university writing center. These materials better contextualize the linguistic diversity that student tutors encounter as they come into contact daily with linguistic diversity, primarily in the form of Southern U.S. English and African American English varieties.

An Examination of High-Achieving First-Generation College Students From Low-Income Backgrounds

2017 ◽  
Vol 62 (1) ◽  
pp. 96-110 ◽  
Author(s):  
Thomas P. Hébert
Keyword(s):  
College Students ◽  
Low Income ◽  
First Generation ◽  
First Generation College Students ◽  
Family Adversity ◽  
First Generation College ◽  
University Experiences ◽  
High Achieving ◽  
K 12 ◽  
The University

Experiences of 10 high-achieving first-generation college students from low-income backgrounds were the focus of this qualitative research study. Family adversity and difficult personal experiences during adolescence were major themes; however, students benefitted from emotionally supportive K-12 educators and academic rigor in high school. Sustained family pride helped to keep them focused on reaching their goals, as well as intellectual engagement at the university, and influential mentors. The 10 participants developed a strong sense of purpose at the university and graduated well prepared for careers and graduate school. Implications of the findings are presented along with suggestions for designing effective university experiences for talented first-generation students.

A Title V Center as a Counterspace for Underrepresented Minority and First-Generation College Students

2020 ◽  
pp. 153819272095130
Author(s):  
Sarah A. Roberts ◽  
Krista L. Lucas
Keyword(s):  
Undergraduate Students ◽  
First Generation ◽  
First Generation College Students ◽  
Title V ◽  
Underrepresented Minority ◽  
Hispanic Serving Institution ◽  
First Generation College ◽  
Student Center ◽  
Hispanic Serving ◽  
Four Year Institutions

This study examined a Title V Student Center within a Hispanic Serving Institution and how it acted as a counterspace for undergraduate students. The Center provided multiple academic and non-academic supports that students utilized, including mentoring, office hours, and programming. It also provided a place for community development, offering a sense of safety, encouragement, and belonging. This study contributes to limited research on Title V centers for Latinx students at four-year institutions.

Sign in / Sign up

Export Citation Format

Share Document