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Author: Sarah H. Bang Publisher: ISBN: Category : Languages : en Pages : 104
Book Description
The first-generation student population continues to grow and yet they are still one of the most high-risk populations for college non-persistence. A promising intervention with research-based potential for combating first-generation drop-out rates in college is university-assisted schools. This study examines what first-generation students who attended a university-assisted high school say helped them persist through college. It also investigates potential ways that university-assisted high schools can better support first-generation students to persist in college. Utilizing a qualitative research design, participants were interviewed and their perceptions of experiences were coded and analyzed. This study's findings point to first-generation students from a university-assisted school creating and relying on networks to persist in college. These networks filled areas that first-generation students generally tend to lack: sense of belonging and social and cultural capital. This study also found that the traditional "deficit" model used to support first-generation students needs reframing and rethinking to change the way high schools and institutes of higher education approach supports for first-generation students.
Author: Sarah H. Bang Publisher: ISBN: Category : Languages : en Pages : 104
Book Description
The first-generation student population continues to grow and yet they are still one of the most high-risk populations for college non-persistence. A promising intervention with research-based potential for combating first-generation drop-out rates in college is university-assisted schools. This study examines what first-generation students who attended a university-assisted high school say helped them persist through college. It also investigates potential ways that university-assisted high schools can better support first-generation students to persist in college. Utilizing a qualitative research design, participants were interviewed and their perceptions of experiences were coded and analyzed. This study's findings point to first-generation students from a university-assisted school creating and relying on networks to persist in college. These networks filled areas that first-generation students generally tend to lack: sense of belonging and social and cultural capital. This study also found that the traditional "deficit" model used to support first-generation students needs reframing and rethinking to change the way high schools and institutes of higher education approach supports for first-generation students.
Author: Angela Felicia Godwin Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
First-generation students are more likely than non-first-generation students to depart from a postsecondary institution before a degree is attained. Factors that could impact academic persistence among first-generation students include low self-efficacy, lack of financial resources and parental support, poor college planning, and minimal school involvement at the collegiate level. A 49-item research instrument was administered to freshman students enrolled at The University of West Florida in the spring of 2011. There were obvious discrepancies between research results and previous literature. However, The University of West Florida has launched several programs to assist first-generation students with persisting toward degree attainment.
Author: Clifford Adelman Publisher: ISBN: Category : Education Languages : en Pages : 232
Book Description
The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Author: Jeff Davis Publisher: Taylor & Francis ISBN: 1000981037 Category : Education Languages : en Pages : 221
Book Description
Co-published with More first-generation students are attending college than ever before, and policy makers agree that increasing their participation in higher education is a matter of priority. Despite this, there is no agreed definition about the term, few institutions can quantify how many first-generation students are enrolled, or mistakenly conflate them with low-income students, and many important dimensions to the first-generation student experience remain poorly documented. Few institutions have in place a clear, well-articulated practice for assisting first-generation students to succeed. Given that first-generation students comprise over 40% of incoming freshmen, increasing their retention and graduation rates can dramatically increase an institution’s overall retention and graduation rates, and enhance its image and desirability. It is clearly in every institution’s self-interest to ensure its first-generation students succeed, to identify and count them, and understand how to support them. This book provides high-level administrators with a plan of action for deans to create the awareness necessary for meaningful long-term change, sets out a campus acclimation process, and provides guidelines for the necessary support structures.At the heart of the book are 14 first-person narratives – by first-generation students spanning freshman to graduate years – that help the reader get to grips with the variety of ethnic and economic categories to which they belong. The book concludes by defining 14 key issues that institutions need to address, and offers a course of action for addressing them. This book is intended for everyone who serves these students – faculty, academic advisors, counselors, student affairs professionals, admissions officers, and administrators – and offers a set of best practices for how two- and four-year institutions can improve the success of their first-generation student populations.An ACPA Publication
Author: Patricia C. Gandara Publisher: ISBN: 0674047052 Category : Education Languages : en Pages : 428
Book Description
Drawing on both extensive demographic data and compelling case studies, this book reveals the depths of the educational crisis looming for Latino students, the nation's largest and most rapidly growing minority group.
Author: Tara M. Falcone Publisher: ISBN: Category : Languages : en Pages : 40
Book Description
As a group, low-income, low-socioeconomic status, first-generation and working class students have lower persistence rates and educational attainment than their peers from higher- socioeconomic backgrounds. These gaps in college persistence and degree attainment have endured over the years with no evidence that they are diminishing in time. This is a significant problem in the field of higher education that has received little attention in the literature to date. In this work, relevant literature will be reviewed to create a new model of college student persistence specifically for low-income, low-socioeconomic status, first-generation and working class students. This new model combines Tinto's (1993) theory of institutional departure and Rendon's (1994, 2002) theory of validation with a Bourdieuian framework. The resulting model is a multi-theoretical framework that highlights structural factors and individual agency. It may be well suited for capturing the complexities of low-income, low-socioeconomic status, first- generation and working class students' postsecondary experiences. However, it is yet to be empirically tested.
Author: Publisher: ISBN: 9781878477538 Category : College attendance Languages : en Pages : 55
Book Description
"The report examines retention and degree attainment of 210,056 first-time, full-time students at 356 four-year non-profit institutions, using a combination of CIRP (Cooperative Institutional Research Program) Freshman Survey data and student graduation data from the National Student Clearinghouse"--Publisher's web site.
Author: Matthew J. Mayhew Publisher: John Wiley & Sons ISBN: 1119101999 Category : Education Languages : en Pages : 788
Book Description
The bestselling analysis of higher education's impact, updated with the latest data How College Affects Students synthesizes over 1,800 individual research investigations to provide a deeper understanding of how the undergraduate experience affects student populations. Volume 3 contains the findings accumulated between 2002 and 2013, covering diverse aspects of college impact, including cognitive and moral development, attitudes and values, psychosocial change, educational attainment, and the economic, career, and quality of life outcomes after college. Each chapter compares current findings with those of Volumes 1 and 2 (covering 1967 to 2001) and highlights the extent of agreement and disagreement in research findings over the past 45 years. The structure of each chapter allows readers to understand if and how college works and, of equal importance, for whom does it work. This book is an invaluable resource for administrators, faculty, policymakers, and student affairs practitioners, and provides key insight into the impact of their work. Higher education is under more intense scrutiny than ever before, and understanding its impact on students is critical for shaping the way forward. This book distills important research on a broad array of topics to provide a cohesive picture of student experiences and outcomes by: Reviewing a decade's worth of research; Comparing current findings with those of past decades; Examining a multifaceted analysis of higher education's impact; and Informing policy and practice with empirical evidence Amidst the current introspection and skepticism surrounding higher education, there is a massive body of research that must be synthesized to enhance understanding of college's effects. How College Affects Students compiles, organizes, and distills this information in one place, and makes it available to research and practitioner audiences; Volume 3 provides insight on the past decade, with the expert analysis characteristic of this seminal work.
Author: Sarah H. Bang
Author: Sarah H. Bang
Author: Anne-Marie Nuñez
Author: Angela Felicia Godwin
Author: Clifford Adelman
Author: Sandra Jones Driskell
Author: Jeff Davis
Author: Patricia C. Gandara
Author: Tara M. Falcone
Author: 
Author: Matthew J. Mayhew