First-Generation Status and Student Race/Ethnicity as Distinct Predictors of Student Involvement and Learning

NASPA Journal ◽  
2007 ◽  
Vol 44 (1) ◽  
Author(s):  
Carol A. Lundberg ◽  
Laurie A. Schreiner ◽  
Kristin Hovaguimian ◽  
Sharyn Slavin Miller
Keyword(s):  
Student Learning ◽  
Student Involvement ◽  
First Generation ◽  
National Sample ◽  
First Generation Students ◽  
Generation Status ◽  
Negative Effect ◽  
Race Ethnicity ◽  
Positive Effect

Using a national sample, student race/ethnicity was disaggregated into seven distinct groups (n = 643 per group) to identify unique effects of student race/ethnicity and first-generation on involvement and learning. First-generation status had a positive effect on student learning, but a negative effect on involvement. Effects by student race/ethnicity were mixed, revealing some dynamics similar to those for first-generation students and some that were unique to student race/ethnicity. Findings suggest specific programming implications based on student race/ethnicity and first-generation status.

Geographies of Campus Inequality

2020 ◽  
Author(s):  
Janel E. Benson ◽  
Elizabeth M. Lee
Keyword(s):  
First Generation ◽  
College Campuses ◽  
College Aspirations ◽  
First Generation Students ◽  
Generation Status ◽  
Race And Gender ◽  
Selective College ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender

In efforts to improve equity, selective college campuses are increasingly focused on recruiting and retaining first-generation students—those whose parents have not graduated from college. In Geographies of Campus Inequality, sociologists Benson and Lee argue that these approaches may fall short if they fail to consider the complex ways first-generation status intersects with race, ethnicity, and gender. Drawing on interview and survey data from selective campuses, the authors show that first generation students do not share a universal experience. Rather, first generation students occupy one of four disparate geographies on campus within which they negotiate academic responsibilities, build relationships, engage in campus life, and develop post-college aspirations. Importantly, the authors demonstrate how geographies are shaped by organizational practices and campus constructions of class, race, and gender. Geographies of Campus Inequality expands the understanding of first-generation students’ campus lives and opportunities for mobility by showing there is more than one way to be first generation.

Analysis of long-term light-trap data for Helicoverpa spp. (Lepidoptera: Noctuidae) in Australia: the effect of climate and crop host plants

1999 ◽  
Vol 89 (5) ◽  
pp. 455-463 ◽  
Author(s):  
D.A. Maelzer ◽  
M.P. Zalucki
Keyword(s):  
Seasonal Dynamics ◽  
First Generation ◽  
Second Generation ◽  
Light Trap ◽  
Early Summer ◽  
Negative Effect ◽  
Positive Coefficients ◽  
Trap Catches ◽  
Positive Effect ◽  
Winter Rain

AbstractRegression analyses of a long series of light-trap catches at Narrabri, Australia, were used to describe the seasonal dynamics of Helicoverpa armigera (Hübner). The size of the second generation was significantly related to the size of the first generation, to winter rainfall, which had a positive effect, and to spring rainfall which had a negative effect. These variables accounted for up to 96% of the variation in size of the second generation from year to year. Rainfall and crop hosts were also important for the size of the third generation. The area and tonnage of many potential host crops were significantly correlated with winter rain. When winter rain was omitted from the analysis, the sizes of both the second and third generations could be expressed as a function of the size of the previous generation and of the areas planted to lucerne, sorghum and maize. Lucerne and maize always had positive coefficients and sorghum a negative one. We extended our analysis to catches of H. punctigera (Wallengren), which declines in abundance after the second generation. Winter rain had a positive effect on the sizes of the second and third generations, and rain in spring or early summer had a negative effect. Only the area grown to lucerne had a positive effect on abundance. Forecasts of pest levels from a few months to a few weeks in advance are discussed, along with the improved understanding of the seasonal dynamics of both species and the significance of crops in the management of insecticide resistance for H. armigera.

scholarly journals Belowground responses of bacterial communities to foliar SA application over four plant generations

2021 ◽  
Author(s):  
Jing Zhang ◽  
Peter G. L. Klinkhamer ◽  
Klaas Vrieling ◽  
T. Martijn Bezemer
Keyword(s):  
Plant Growth ◽  
Bacterial Communities ◽  
First Generation ◽  
Foliar Application ◽  
Core Microbiome ◽  
The Core ◽  
Jacobaea Vulgaris ◽  
Negative Effect ◽  
Rhizosphere Bacterial Community ◽  
Positive Effect

Abstract Background and aims Jacobaea vulgaris plants grow better in sterilized than in live soil. Foliar application of SA mitigates this negative effect of live soil on plant growth. To examine what causes the positive effect of SA application on plant growth in live soils, we analyzed the effects of SA application on the composition of active rhizosphere bacteria in the soil. Methods We studied the composition of the microbial community over four consecutive plant cycles (generations), using mRNA sequencing of the microbial communities in the rhizosphere of J. vulgaris. We initiated the experiment with an inoculum of live soil collected from the field, and at the start of each subsequent plant cycle, we inoculated a small part of the soil from the previous plant cycle into sterile bulk soil. Results Application of SA did not significantly increase or decrease the Shannon diversity at genus level within each generation, but several specific genera were enriched or depleted after foliar SA application. The composition of bacterial communities in the rhizosphere significantly differed between plant cycles (generations), but application of SA did not alter this pattern. In the first generation no genera were significantly affected by the SA treatment, but in the second, third and fourth generations, specific genera were significantly affected. 89 species out of the total 270 (32.4%) were present as the “core” microbiome in all treatments over four plant cycles. Conclusions Overall, our study shows that the composition of bacterial genera in the rhizosphere significantly differed between plant cycles, but that it was not strongly affected by foliar application of SA on J. vulgaris leaves. Further studies should examine how activation of the SA signaling pathway in the plant changes the functional genes of the rhizosphere bacterial community.

Supportive campuses and first-generations-student learning outcomes

2019 ◽  
Vol 47 (2) ◽  
pp. 84-95
Author(s):  
Brian Wright
Keyword(s):  
Social Capital ◽  
Student Learning ◽  
Learning Outcomes ◽  
First Generation ◽  
Survey Design ◽  
Final Analysis ◽  
Penalized Regression ◽  
Student Learning Outcomes ◽  
First Generation Students ◽  
Content Type

Purpose The purpose of this paper is to analyze the relationship between supportive campus measures and student learning outcomes for first-generation students and non-first generation students to determine if variances are present. A lack of social capital of first generation when compare to non-first-generation students is theorized to be a contributing factor driving differences between the two groups. Design/methodology/approach Research survey design using penalized regression methods to quantify differences between groups. The analysis used 10 years of student engagement data. Findings Final analysis showed that first-generation student outcomes had little to no significant connection with the administrative focused aspects of the campus environment as compared to non-first-generation that represented highly significant relationships. This results supports the theory that first-generation students may simply be unaware of how to leverage these resources do to social capital disadvantages. Practical Implications The result suggests that universities should reconsider first-generation programs to ensure that they have the capability to address first-generation students’ lack of social capital. The primary method by which social capital is generated is through networking or peer groups expansion. Consequently, first-generation students might benefit greatly from student mentors that are not first-generation students to help aid in the transition to college as compared to participating in programs that group and isolate first-generation students together. Originality/value Very few studies have attempted to use social capital as a theoretical framework to explain differences in how first-generation and non-first-generation student learning outcomes relate to campus engagement variables. Moreover, no studies have used both penalized regression and bootstrap validation in addressing this issue, making the study original in design and analysis.

Working Memory, Mental Prospection, Time Orientation, and Cognitive Insight

2013 ◽  
Vol 34 (3) ◽  
pp. 159-169 ◽  
Author(s):  
Sevtap Cinan ◽  
Aslı Doğan
Keyword(s):  
Working Memory ◽  
Structural Equation ◽  
Factor Model ◽  
Time Orientation ◽  
Equation Modeling ◽  
Cognitive Insight ◽  
Confirmatory Factor ◽  
Negative Effect ◽  
Positive Effect ◽  
Three Factor

This research is new in its attempt to take future time orientation, morningness orientation, and prospective memory as measures of mental prospection, and to examine a three-factor model that assumes working memory, mental prospection, and cognitive insight are independent but related higher-order cognitive constructs by using confirmatory factor analysis (CFA). The three-factor model produced a good fit to the data. An alternative one-factor model was tested and rejected. The results suggest that working memory and cognitive insight are distinguishable, related constructs, and that both are distinct from, but negatively associated with, mental prospection. In addition, structural equation modeling (SEM) showed that working memory had a strong positive effect on cognitive insight and a moderate negative effect on mental prospection.

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