scholarly journals Predictors of Success on the Credentialing Examination in Radiography for First- and Non-First-Generation Students

2021 ◽  
Author(s):  
Michael Iorio ◽  
William Edmunds ◽  
Benjamin Becerra
Keyword(s):  
First Generation ◽  
The United States ◽  
First Generation Students ◽  
Predictors Of Success ◽  
Background Characteristics ◽  
Radiologic Technology ◽  
Student Background ◽  
Radiologic Technologists ◽  
Technology Programs ◽  
Credentialing Examination

Background: Identifying predictors of student success is fundamental across higher education in the United States, particularly for historically underserved first-generation students. In radiologic technology programs, the literature suggests that variables prior to and during matriculation in these programs affects scores on the American Registry of Radiologic Technologists (ARRT) credentialing examination in Radiography. However, the evidence in this area has not considered the educational patterns for first-generation students. Purpose: This study sought to improve our understanding about how select student background characteristics and experiences prior to and during the years enrolled in radiologic technology programs accredited by the Joint Review Committee on Education in Radiologic Technology (JRCERT) affect scores on the ARRT credentialing examination in radiography, especially for first-generation students. Method: The researchers surveyed graduates from radiologic technology programs in 2018 and 2019 who attempted the radiography credentialing examination in these two years. Results: A total of 286 cases were included in the analysis, which revealed different patterns and effects of predictor variables on credentialing examination scores for first- and non-first-generation students. Whereas 10 variables prior to and during matriculation affected examination scores for first-generation students, only 8 did for their non-first-generation peers. Conclusion: Identifying predictors of success in radiologic technology programs helps professionals in these programs design environments that provide opportunities for students to enhance their chances to be successful on the Radiography exam, especially first-generation students.

scholarly journals Les étudiants de première génération dans les universités : l’accès et la persévérance aux études au Canada

1969 ◽  
Vol 40 (3) ◽  
pp. 1-24
Author(s):  
Pierre Canisius Kamanzi ◽  
Pierre Doray ◽  
Sylvie Bonin ◽  
Amélie Groleau ◽  
Jake Murdoch
Keyword(s):  
United States ◽  
Longitudinal Data ◽  
First Generation ◽  
American Studies ◽  
College Graduates ◽  
College Experience ◽  
Academic Persistence ◽  
The United States ◽  
First Generation Students ◽  
Bachelor Degree

Research in the United States shows that American first generation students (FGS) are less likely to attend university than students whose parents are college graduates (NFGS). Furthermore, those among American FGS who undertake a bachelor degree would have to overcome, throughout their college experience, obstacles related to their family’s background. Are the Canadian FGS experiencing the same educational disadvantages than their American counterparts? Using longitudinal data from Youth in Transition Survey (YITS), conducted from 2000 to 2005, this paper shows that, as seen in the American studies, Canadian FGS are less likely to attend university than NFGS. However, there is no difference in regards to academic persistence. FGS and NFGS have the same probability of obtaining a bachelor degree.

First-Generation Students in Service-Learning Programs

2021 ◽  
pp. 133-152
Author(s):  
Matt Newlin ◽  
Andrew Brown
Keyword(s):  
Service Learning ◽  
First Generation ◽  
The United States ◽  
First Generation Students ◽  
Learning Program ◽  
Practical Applications ◽  
Improved Outcomes ◽  
Institutional Service ◽  
Learning Programs ◽  
Retention And Graduation Rates

First-generation students count for roughly one-third of the students enrolled in higher education in the United States. However, the retention and graduation rates for first-generation students are much lower than their continuing-generation peers. In this chapter, the authors employ a strengths-based approach to explore institutional service-learning models that lead to improved outcomes for first-generation students. By connecting extant research to practical applications at the institutional level, the authors provide readers with multiple models from which to develop a service-learning program based on first-generation students' assets and strengths rather than their perceived deficits.

scholarly journals Identifying Issues Surrounding First Generation Students

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Lena Rubio ◽  
Candi Mireles ◽  
Quinlan Jones ◽  
Melody Mayse
Keyword(s):  
First Generation ◽  
Support Systems ◽  
Family Background ◽  
The United States ◽  
Academic Preparation ◽  
College Retention ◽  
Support Networks ◽  
First Generation Students ◽  
Lack Of Information ◽  
Student College

First-generation students compose a subpopulation within the institution of higher education, which exhibits its own set of resources in areas such as academic preparation, support systems, family background, and finances to apply to education. This quantitative study examined gaps and barriers to resources currently available to assist the population. The researchers utilized four pre-developed demographic questions along with a 34-item survey instrument assessing the experiences of first generation students, to gather the data presented in the study. The analysis involved coding and elementary data analysis of demographics and reporting frequencies. The 200 participants in the study identified as first-generation students at four-year universities within the United States. The majority of the participants surveyed were white (69.5%; n= 139), between the ages of 17 and 26 (94.5%; n=189), and from families within the middle-class income bracket of (39.5%; n= 79). The results indicated that most common barrier to participants attending college was tuition-cost (63%; n=126), followed by a lack of information about a college, such as financial aid availability and required documents (34.5%; n=69). Over 64% (n=129) received support or guidance from support networks in the form of parents and/or guardians. The study provided information about the issues encountered by first-generation students, as well as the accessed support networks, and preferred resources. KEYWORDS: First-Generation Student; College Retention; Academic Preparation; Financial Assistance; Support Systems

First-Generation College Students in an Undergraduate Social Welfare Program: Issues, Interventions, and Implications

2000 ◽  
Vol 6 (1) ◽  
pp. 37-51 ◽  
Author(s):  
John Q. Hodges
Keyword(s):  
College Students ◽  
Social Work ◽  
Social Welfare ◽  
First Generation ◽  
The United States ◽  
First Generation College Students ◽  
First Generation Students ◽  
Social Welfare Program ◽  
Welfare Program ◽  
First Generation College

First-generation students are the first in their family to attend college. Prior research has found them to be academically at-risk. This case study examined a group of first-generation college students enrolled in an undergraduate social welfare program (N = 42). The results indicate that these first-generation students were more likely to be older, male, Hispanic, and to have parents who are non-citizens of the United States. However, this study did not find high rates of social isolation, or deficiencies in academic achievement or graduate school aspirations, as reported in the literature. Further research is needed to determine rates of first-generation students in social work undergraduate programs nationwide, their risk for freshman-year attrition, and the need for interventions to retain this diverse segment of the social work student body.

Test Anxiety in Potential First-Generation Students: A Longitudinal Examination of the Role of Psychological Needs

2020 ◽  
Vol 14 (2) ◽  
pp. 33-49
Author(s):  
Natalie Spadafora ◽  
Emily L. Murphy ◽  
Danielle S. Molnar ◽  
Dawn Zinga
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
First Generation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
First Generation Students ◽  
School Students ◽  
Post Secondary

It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147;  Mage = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students.

scholarly journals The effect of food insecurity during college on graduation and type of degree attained: evidence from a nationally representative longitudinal survey

2021 ◽  
pp. 1-22
Author(s):  
Julia A Wolfson ◽  
Noura Insolera ◽  
Alicia J Cohen ◽  
Cindy W Leung
Keyword(s):  
College Students ◽  
Food Insecurity ◽  
First Generation ◽  
Degree Attainment ◽  
Panel Study ◽  
Secondary Analysis ◽  
Household Food Security ◽  
First Generation Students ◽  
Effect Of Food ◽  
Nationally Representative

Abstract Objective: To examine the effect of food insecurity during college on graduation and degree attainment. Design: Secondary analysis of longitudinal panel data. We measured food insecurity concurrent with college enrollment using the 18-question USDA Household Food Security Survey Module. Educational attainment was measured in 2015-2017 via two questions about college completion and highest degree attained. Logistic and multinomial-logit models adjusted for sociodemographic characteristics were estimated. Setting: United States (US) Participants: A nationally representative, balanced panel of 1,574 college students in the US in 1999-2003 with follow-up through 2015-2017 from the Panel Study of Income Dynamics. Results: In 1999-2003, 14.5% of college students were food insecure and were more likely to be older, non-White, and first-generation students. In adjusted models, food insecurity was associated with lower odds of college graduation (OR 0.57, 95% CI: 0.37, 0.88, p=0.01) and lower likelihood of obtaining a Bachelor’s degree (RRR 0.57 95% CI: 0.35, 0.92, p=0.02) or graduate/professional degree (RRR 0.39, 95% CI: 0.17, 0.86, p=0.022). These associations were more pronounced among first-generation students. 47.2% of first-generation students who experienced food insecurity graduated from college; food insecure first-generation students were less likely to graduate compared to first-generation students who were food secure (47.2% vs. 59.3%, p=0.020) and non-first-generation students who were food insecure (47.2% vs. 65.2%, p=0.037). Conclusions: Food insecurity during college is a barrier to graduation and higher degree attainment, particularly for first-generation students. Existing policies and programs that help mitigate food insecurity should be expanded and more accessible to the college student population.

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