Purpose in Life among First-Generation College Students: Friends Make a Difference

Purpose in life is linked with numerous positive outcomes among adolescents and emerging adults. Peer relationships may play an important role in the cultivation of purpose, especially among first-generation college (FGC) students. The present study examined the association between the quality of peer relationships and commitment to purpose among students from three universities (N = 195). Analyses also examined whether FGC student status moderated this association. The results indicated that the quality of peer relationships significantly predicted commitment to purpose. FGC status moderated this association; high-quality relationships with peers helped close the gap in purpose commitment between FGC students and their counterparts.

An Overview of an Undergraduate Diversity MCH Pipeline Training Program: USF’s Train-A-Bull

Purpose To describe an undergraduate pipeline training program (PTP) designed to guide underrepresented minorities (URM) trainees into MCH-related health professions, ultimately contributing to a diverse maternal and child health (MCH) workforce that can improve health outcomes for all women/mothers, children, and their families, including fathers and children with special healthcare needs. Description Three cohorts with 35 total undergraduate trainees were recruited to participated in the 2 years USF MCH PTP program where they were mentored, trained, guided, and supported by program faculty/staff. Students were recruited early in their education track, and the program was individually tailored based on trainees’ educational discovery stages. Key program components included seminars, summer institutes, public health courses, mentorship, internship, experiential learning opportunities, and professional networking opportunities. Assessment The majority of the undergraduate participants were diverse URMs including Hispanic/Latino (37.1%), Black/African American (31.4%), Asian (20%), and American Indian/Alaskan Native (5.7%) trainees. Out of all the cohorts, 51.4% were first-generation college students and 74.3% had economic hardships (i.e., PELL Grant, FAFSA). Resulting from the program, all cohorts increased in educational discovery stages, one-third enrolled in health-related graduate studies and half joined the MCH workforce. Conclusion Recruitment in pipeline programs should be intentional and meet students where they are in their education discovery stage. The use of educational discovery stages within a pipeline program are useful in both tailoring curriculum to individuals’ needs and assessment of progression in career decision-making. Mentoring from program staff remains an important component for pipeline programs.

“I’ve Never Had to Do This on My Own”

Receiving an acceptance letter to college can be both exciting and daunting for many students. For some, attending college has been an expectation since birth, but for others they will be the first in their family to attend. This chapter identifies ways to support emerging adults, including advising, mentoring, and coaching as they transition to the college campus and remain to complete their studies. Additional information on the challenges faced by first-generation college students is provided as well. The case study describes the First-Year Success (FYS) Center at Arizona State University. Guiding questions help readers consider how they might increase student retention and success at their own institutions.

Is It What You Know or Who You Know?: An Information Typology of How First-Generation College Students Access Campus Resources

While there has been increased investigation of the enrollment patterns and access to college for first-generation college students (FGCS), less is understood about how FGCS learn and utilize vital information to persist with limited familial knowledge about college success. In this paper we utilize focus group data of 62 diverse FGCS to create a typology of how students utilize information to succeed in college. Using theory from sociology and information sciences we categorize the sources FGCS learn from and how information is utilized. Our findings indicate that FGCS develop complex ways of finding information even with minimal support and those information sources that are most helpful are often connected to pre-existing and informal relationships. We conclude by offering implications for future research on FGCS student success and opportunities for administrators to incorporate information-finding and relationship-building concepts into student success practice.

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

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.

Online Gerontology Courses: Issues of Equity

The COVID-19 Pandemic changed higher education in several significant ways. The most significant impact was on methods of course delivery. In March 2020, all educational institutions changed their methods of instruction to fully online instruction. It happened almost overnight and left the students as well as the instructors unprepared for the unanticipated metamorphosis . The sudden and unanticipated change in the method of instruction and delivery of course contents also highlighted issues of equity. There appeared to be high levels of inequity in the use of technology across school and college campuses. A survey of students conducted by the author at the University of Louisiana at Monroe revealed different types of inequity such as, lack of finances to buy equipment, lack of training in the use of technology, and lack of personal space to study from home. A significant percentage of student population at ULM consists of first-generation college students. These students were impacted the most by the new methods of course delivery. Additionally, the author looked up similar surveys at other educational institutions and conducted a meta-analysis of published studies. This paper presents these findings.

Current Insights

This installment of Current Insights highlights three studies that 1) take an interdisciplinary approach to characterizing active learning, 2) explore why faculty–student interactions may not be universally beneficial, and 3) characterize the help-seeking behaviors of first-generation college students.

Female first-generation college students: A review of challenges and successes

With increasing college access rates of underrepresented populations in recent years, first-generation college students (FGCSs), those who are the first in their family to attend college, have caught the attention of researchers and policymakers in the U.S. higher education system. This study focused on female FGCSs to identify the various challenges that are unique to this population. Through a systematic literature review, 13 studies were analyzed related to female FGCSs. Three themes were found from the analysis: role expectations, support systems, and socioeconomic background. These explain the challenges and self-identified strategies that female FGCSs discussed as contributing factors to their persistence during their degree attainment. Findings and a discussion of the data are presented, along with practical implications to better support female FGCSs and areas for future research.