Pedagogical Interventions in the First-Year Writing Classroom for First-Generation College Students

2018 ◽  
pp. 153-173
Author(s):  
Jessica Rae Jorgenson Borchert
Keyword(s):  
College Students ◽  
First Generation ◽  
First Generation College Students ◽  
First Year ◽  
Writing Classroom ◽  
Trio Programs ◽  
First Year Writing ◽  
Pedagogical Interventions ◽  
First Generation College ◽  
Writing Genres

This chapter discusses ways of engaging first-generation college students in the first-year writing classroom. Many interventions exist for helping first-generation college students adjust to and thrive in academic life, such as TRIO programs. This chapter focuses on how instructors in writing classrooms can create pedagogical interventions to encourage and engage these students in academic discourse. To better understand how the pedagogical interventions were received, the author studied contemporary research on multiple ways of engaging first-generation college students in the first-year writing classroom. Along with this research, the author also collected data from students that identified what activities and assignments most engaged them and what they learned from those assignments. From this data and outside research, the author determined three main pedagogical interventions to help first-generation college students succeed, such as peer review groups, creating empathetic spaces, and assigning empathetic writing genres.

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.

Reducing Gaps in First-Year Outcomes Between Hispanic First-Generation College Students and Their Peers: The Role of Accelerated Learning and Financial Aid

2018 ◽  
Vol 22 (3) ◽  
pp. 441-463
Author(s):  
Christian A. Latino ◽  
Gabriela Stegmann ◽  
Justine Radunzel ◽  
Jason D. Way ◽  
Edgar Sanchez ◽  
...  
Keyword(s):  
College Students ◽  
Financial Aid ◽  
First Generation ◽  
First Generation College Students ◽  
Achievement Gaps ◽  
Accelerated Learning ◽  
Retention Rates ◽  
First Year ◽  
Grade Point ◽  
First Generation College

Hispanic students are the most likely out of all racial or ethnic groups to be first-generation college students (FGCS). Hispanic FGCS have been shown to be the least likely to persist out of all racial or ethnic backgrounds. However, there is little literature on this population. To address this, the present study investigated the association of accelerated learning in high school (e.g., Advanced Placement courses and dual enrollment) and financial aid on academic outcomes for Hispanic FGCS and Hispanic non-FGCS at a 4-year postsecondary institution ( n = 2,499). Hispanic FGCS fared worse in first-year grade point average (GPA) and first- to second-year retention than Hispanic non-FGCS. After controlling for academic, nonacademic, and demographic variables, results suggested that accelerated learning reduced achievement gaps in first-year GPA and financial aid reduced achievement gaps in retention rates for Hispanic FGCS. These results suggest that environmental supports (i.e., accelerated learning and financial aid) may be able to improve GPA and retention for Hispanic FGCS.

Effects of a Science of Learning Course on College Students’ Learning With a Computer

2019 ◽  
Vol 57 (3) ◽  
pp. 947-978
Author(s):  
Jeffrey A. Greene ◽  
Nikki G. Lobczowski ◽  
Rebekah Freed ◽  
Brian M. Cartiff ◽  
Cynthia Demetriou ◽  
...  
Keyword(s):  
College Students ◽  
Conceptual Knowledge ◽  
First Generation ◽  
Circulatory System ◽  
First Generation College Students ◽  
Control Group ◽  
First Year ◽  
Self Regulated Learning ◽  
Course Materials ◽  
First Generation College

First-year courses have been used to bolster college student success, but empirical evidence on their efficacy is mixed. We investigated whether a first-year science of learning course, focused on self-regulated learning, would benefit first-generation college students. We randomly assigned students to a treatment condition involving enrollment in the course, a comparison condition in which students had access to online course materials only, or a control condition. From this larger study, we recruited 43 students to participate in a laboratory task involving learning about the circulatory system with a computer. We found that treatment and comparison students experienced greater changes in conceptual knowledge than the control group, and we found differences in the enactment of monitoring and strategy use across conditions.

scholarly journals Home-School Cultural Value Mismatch: Antecedents and Consequences in a Multi-Ethnic Sample Transitioning to College

2021 ◽  
Vol 12 ◽  
Author(s):  
Yolanda Vasquez-Salgado ◽  
Patricia M. Greenfield ◽  
Shu-Sha Angie Guan
Keyword(s):  
College Students ◽  
First Generation ◽  
First Generation College Students ◽  
Home School ◽  
Cultural Value ◽  
First Year ◽  
Health Distress ◽  
First Generation College ◽  
Qualitative Work ◽  
Antecedents And Consequences

Qualitative work has documented home-school cultural value mismatch—a mismatch between collectivistic family obligations and individualistic academic obligations—experienced by Latinx first-generation college students during their first year of study at a 4-year university. This study extends prior research by examining home-school cultural value mismatch among a larger, multi-ethnic sample from Latinx, Asian and European American backgrounds (N = 155) in order to quantify the phenomenon and generalize it across multiple ethnic groups. Antecedents and consequences of different forms of mismatch were assessed in separate models. In modeling antecedents, we found that Latinx background, first-generation college status and low parental income were interconnected. However, among these three variables, it was first-generation college status that was the sole predictor of strong collectivistic motives for attending college; these motives were, in turn, associated with more frequent mismatch between family obligation and academic obligation. In addition, being female directly related to mismatch prevalence, as did living close to home. In modeling consequences of cultural value mismatch, frequent home-school cultural value mismatch predicted mental and physical health distress, which predicted academic problems; such problems were, in turn, related to lower grades. Our findings document the generalizability of this experience for first-generation college students from all ethnic backgrounds, as well as the unique experiences of students who identify as female or live close to home. Our findings also reveal the health and academic costs associated with this mismatch. Implications for research, intervention, and institutional change are discussed and have become increasingly important, given recent societal events that require most students to remain closer to home during distance learning.

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