Scholarly Review of Literature on First Generation College (FGC) Students

Abstract

This study of degree completion followed a national cohort of students from 10^th grade in 1980 though 1993 (High School and Beyond/Sophomore database.)  Data included high school and college transcripts, test scores, and surveys.   Using linear regression techniques, the study identified a model that accounts for about 19 percent of the variance in degree completion.   The two most important variables identified were, first, academic resources a composite measure of the academic content and performance the student brings from secondary school, and , second, continuous enrollment.   Major conclusions include the following:

1. Since many students attend multiple institutions, institutional graduation rates are not very meaningful;
2. College admissions formulas that emphasize test scores and high school grade point average (rather than academic intensity and curriculum quality) are likely to produce lower degree completion rates; and
3. Type and amount of remediation matters in relation to degree completion.  

Keywords

academic achievement, academic persistence, bachelors degrees, college admission, college outcomes assessment, high schools, higher education, longitudinal studies, predictor variables, remedial instruction, secondary school curriculum, statistical surveys, student surveys, tables (data), time to degree, graduation rates, high school and beyond

Abstract

This article introduces a framework for high school retention efforts based on the findings from a study of young Mexican American women who were the first in their families to attend college. The framework provides the means for bridging educational gaps by supporting the strengths of these young people and by reducing harriers to educational achievement.

Keywords

at-risk youths; educational achievement; Mexican Americans; strengths perspective; young women

Abstract

Based on Chickering’s model, differences in self-esteem and identity development among first-generation American (FGA) college students and non first-generation American (NFGA) students were examined.   FGAs were the first generation born in the US to one or both parents born and raised in another country.   All participants responded to the Erwin identity Scale and the Index of Self-Esteem.   Results indicated that FGAs reported significantly higher self-esteem than the NFGAs.   The research adds to the body of knowledge concerning multicultural issues of development in college students.   Implications for college counselors and other student affairs professionals are addressed.

Keywords

College students, Psychology; identity in youth-- United States. ; self-esteem in young adults

Abstract

Originally published in July 1984, presents and describes a studentdevelopment theory based on student involvement. Asserts that the theory can be used both byresearchers to guide their investigation of student development, and by college administrators and faculty to help them design more effective learning environments. Discusses implications for practice and research. (Contains 24references.) (Author/GCP)  

Keywords

Developmental Psychology Educational, Experience eEducational Theories Student, Participation Higher, Education Research, Methodology Student, Personnel Services Theory, Practice Relationship

Abstract

The digest summarizes in a question and answer format a full length report of the same title.   It addresses the importance of recruiting minority students for diversity at institutions of higher education.   Noted are increasing numbers for these groups along with the current low education levels found among minorities and the potential shortage of qualified workers.   The institution’s role in recruiting for diversity is identified as two fold:  first, to serve as a center for debate about the issues involved and second, to determine ways in which it can incorporate diversity within itself.   Universities are encouraged to recognize and appreciate differences among minority groups and stress, as well as recruitment, factors encouraging persistence to graduation including admissions, financial aid, retention strategies, and involvement of many areas and individuals.   Ideally an institution wide effort at minority recruitment is seen as a process with the active support of top administrators.   (Included are 8 references.)  (Author/JB)

Keywords

cultural differences, institutional role, minority groups, student recruitment, college applicants, demography, enrollment, higher education, labor force development, labor supply, organizational objectives, social change

Abstract

The Career Introduction Model discussed in this chapter is an early intervention strategy intended to support the first-generation freshmen enrolled in the Education opportunity Program (EOP) at California State University, Sacramento (CSUS).   The model is an interactive approach to assist students in connecting their academic pathway to their career pathway.   As a growing population in higher education, first-generation students represent unique groups with distinct goals, motivations, and constraints.   This model is important for the following reasons:

• to counteract students’ limited occupational knowledge;
• to provide a tangible
• connection with a long-term resources center; and
• to help increase students’ self-efficacy and
• sense of inquiry with regard to major selection and
• career choices.  

Although the model presented focuses on the first-generation student population, it can easily be modified and implemented to serve other diverse groups.   Re-entry students, students with disabilities, veterans, and other groups with unique characteristics also deserve a personal approach and a welcoming hand into the university. (GCP) 

Keywords

career choice, career counseling, college freshmen, first generation college students, higher education, intervention, models, program descriptions, resource centers, school holding power, self-efficacy

Abstract

The American educational system requires parents to manage their child’school career to maximize their child’s school achievements.   But parents differ in the specific strategies they select to help their children through school.   We expand the extant model of how parents influence their children’s school careers to encompass various pragmatic strategies devised for the crucial transition to high school.   We analyze the responses of a small heterogeneous sample of mothers of eighth graders, who are beginning the transition from middle to high school.   The findings of this exploratory study indicate that parents actively manage their child’s school career in ways that can have direct consequences for their child’education achievement.   The number and types of schooling strategies suggested by mothers do not vary among mothers, which indicate that there may be standard parental strategies.   The implementation of strategies, however, does vary by the socioeconomic status of the mother, even when the child’s academic performance is controlled.   Mothers who have at least a college education know more about their child’s school performance, have more contact with the teachers, and are more likely to take action to manage their child’s academic achievement.   We also find that mothers with a college education are more likely to choose college-preparatory courses for their child, regardless of their child’s academic performance.   We discuss how these findings contribute to our understanding of the process by which parents’ socioeconomic status influences the child’s academic achievement and educational attainment.

Keyword

academic achievement, mother, parent's role

Abstract

As the nation prepares to welcome and introduce an increasingly more diverse student population to higher education, many challenges must be addressed to ensure these young people’s success-and consequently the future of our nation.   A good number of these prospective college-bound students will be counted among TRIO’s traditional target group.   This article examines the role of private colleges and universities in contributing to the success of the TRIO target student population.   The analysis focuses on how TRIO participation at private institutions affects student success in enrollment and persistence to baccalaureate degree attainment.

Keywords

low income groups, minority groups, privates colleges, college bound students, high risk students, Hispanic students, student attitudes.

Abstract

Older, part-time, and commuter students have composed an increasingly larger portion of college student bodies.   The reasons why these students drop out of school are not well understood.   The purpose of this paper is to:

• describe the rise in nontraditional enrollments,
• define the nontraditional undergraduate student, and
• develop a conceptual model of the attrition process for these students.  

The chief difference between the attrition process of traditional and nontraditional students is that nontraditional students are more affected by the external environment than by the social integration variables affecting traditional student attrition.  

Keywords

nontraditional student, colleges, at risk student

Abstract

This report uses data from the National Education Longitudinal Study of 1988 to examine 1992 high school graduates' access to post secondary education in 1994, 2 years after high school graduation. An overview of the post-secondary enrollment rates of graduates by family income, race/ethnicity, and parental levels of education is followed by an analysis of the factors associated with the relatively low four-year college enrollment rates of Hispanic, black, and low-income students. The findings include:(1) the differences by income and race/ethnicity in the four-year enrollment rates of college-qualified high school graduates are eliminated among those students who have taken college entrance examinations and completed an admission application;(2) high school graduates with low-income parents are able to attend four-year colleges at the same rates as students from middle-income families, if the low income students follow the usual requirements for consideration and admission;(3) college-qualified low-income students, once accepted to four-year colleges, are as likely to enroll as middle- and high-income students; and(4) barriers to a four-year college education for low-income high school graduates appear to include low educational expectations and poor academic preparation.

Appendix A is comprised of a glossary and Appendix B is comprised of technical notes and methodology. (JLS)

Keywords

Access to Education, College Admission, Enrollment Influences, Higher Education, Student Characteristics, Black Students, College Applicants, College Attendance, College Bound Students, College Preparation, Educational Finance, Eligibility Enrollment Trends, Family Characteristics, High School Graduates 

Abstract

This report describes the status after 5 years of the diverse groups of students who first entered institutions of post-secondary education during the academic year 1989-90. It describes their economic and demographic characteristics,

• their educational objectives,
• the types of institutions they attended,
• their experiences while enrolled, and
• their persistence and attainment through the spring of 1994.

In addition, this report describes the work experiences of these first-time students, both while enrolled and after they left post-secondary education. The data in this report were drawn from the second follow-up, of the 1990 Beginning Post-secondary Students Longitudinal Study. The study included students who enrolled immediately after high school and those who delayed their post-secondary studies. This report begins with an essay that describes the persistence and attainment of the 1989-90 beginning students in post-secondary education after 5 years. The essay explores persistence and attainment rates from several different perspectives and examines the factors associated with lower rates of completion among nontraditional students. Following the essay is a compendium of tables which provide more detail about persistence and attainment, student characteristics, educational financing, employment experiences, marriage, family formation,, civic participation and graduate education. Three appendices provide additional information on persistence and attainment variables, technical notes and methodology, and a glossary. (Author/JPB)

Keywords

Abstract

The influence of family background, including parental education, on college student attrition was evaluated with first- and second-generation American students. A total of 701 enrolled students and those who left before graduation were surveyed at a primarily residential private liberal arts college and at a primarily commuter state-supported liberal arts college. It was found that first-generation students approach the college experience with about the same degree of normative congruence as second-generation students with regard to their expectations. They value higher education for the intellectual growth and for the career preparation they anticipate receiving. In respect to a second aspect of social integration, structural or affiliation integration, first-generation students were at a disadvantage in comparison to the students whose parents had significant experience with the college or university setting. First-generation students suffer from a lower level of structural integration since they are less likely

• to live on campus,
• be involved in campus organizations,
• meet or pursue their most important friendships on campus,
• or work on campus.

As for academic integration, first-generation students appear to have equally high aspirations regarding level of education they expect to attain, but those who withdraw are not as strongly convinced that college is the only or best route to life success. First-generation students appear to

• have lower congruity between their values toward education and their parents' values;
• receive less support of all types from their parents;
• and have heavier job loads.

These factors increase their vulnerability to attrition. A bibliography is appended. (SW) 

Keywords

Culture Conflict Family, Influence Immigrants Parent, Background Student, Adjustment Student, Attrition Academic, Aspiration Academic, Persistence Commuter, Colleges Cultural, Background Educational, Benefits Expectation Higher, Education Residential, Colleges Student, Attitudes Student, Employment Values, , First Generation Students

Abstract

This report examines the demographic and language characteristics and educational aspirations of Asian American and Hispanic American eighth graders and relates that information to their mathematical ability and reading comprehension as measured by an achievement test. Special attention is paid to students who come from homes in which a non-English language is spoken. The report uses information selected from the National Education Longitudinal Study of 1988 (NELS:88). The NELS:88 administered questionnaires and tests to a national sample of 25,000 eighth grade students in over 1,000 public and private schools in spring 1988. A second data collection was conducted in spring 1990. Of the 1,505 Asian American students evaluated, 73 percent were reported as language minorities (LMs), while 77 percent of the 3,129 Hispanic American students evaluated were LMs. Of the LM students, 66 percent of the Asian Americans had high English proficiency as compared to 64 percent of the LM Hispanic Americans. Both Asian American and Hispanic American groups had 4 percent of LM students showing low English proficiency. Overall, the study found many similarities between the two groups. However, differences are apparent when data are divided along language proficiency, mathematics achievement, aspiration, and other measures. Statistical data are provided in 33 tables and 44 graphs. Appendices present selected survey questions, technical notes and methodology, and 109 standard error tables. (JB)

Keywords

Abstract

The presentation is in three sections.

• First, a review of legislation, court decisions, and public policy related to affirmative action.  
• Second, I will review the decision of the United States Court of Appeals in the Fifth Circuit in Hopwood v. State of Texas and its far-reaching implications of affirmative action programs.  
• Last, the suggestions for some strategies for the recruitment and retention of at-risk college students.

Keywords

University of Texas at El Paso, retention, at-risk students, Post-Hopwood Era, college students, higher education

Abstract

This study examined whether first-generation community college students (those whose parents did not attend college) differed from others on background, enrollment, and outcome variables and whether first-generation status alone added a unique contribution to predicting two-year California College, 44 percent of whom were identified as first-generation.   Data came from two sources:  the annual student survey and the student records database.   As expected, first-generation students were more likely to be older and Hispanic, and to report both lower incomes and lower high school grade point averages )GPA than other students.   Contrary to past research, this study found no significant differences in:

• gender,
• hours of employment,
• enrollment status (full-or part-time),
• withdrawal from all classes,
• first-term GPA or
• persistence between first-generation and other students.  

Although first-generation students were more likely to enroll in basic skills courses and less likely to enroll in transfer-level courses.

Keyword

academic achievement, age differences, college freshmen, community colleges, educational attainment, educational background, educational status comparison, enrollment, family characteristics, grad point average, low income groups, minority groups, predictor variables, sex differences, student characteristics, student employment, two year college students, two year colleges, AIR forum, first generation students

Abstract

The University of California, San Diego (UCSD) has developed and implemented a special program called Summer Bridge, designed to assist targeted incoming freshmen in the transition from high school to university life. The goals of the program are to improve the students' college experiences and raise retention rates. Targeted students are low-income, educationally or culturally disadvantaged, or from five minority ethnic groups, who have had poorer academic performance and retention rates than traditional students in the past. Because of affirmative action programs at UCSD, greater numbers of these high-risk students are enrolling. Summer Bridge is a 4-week summer residential program designed to improve students' academic performance and to integrate them into university life. The academic components of the program include writing, math, and science skills. Time management and communication skills sessions are also held. The peer network available to students is strongly emphasized and support services continue throughout the academic year. Retention rates for Bridge students through graduation have dramatically improved to equal the university-wide rate and Bridge students have become campus leaders. (ABL)  

Keywords

Abstract

This study examined the background characteristics of first-generation college students at a four-year university, their reasons for pursuing higher education, and their first-year experiences. In comparison to students whose parents had some college experience but no degrees (n = 75) and students whose parents had at least a bachelor's degree (n = 68), first-generation college students (n = 64) were more likely to come from a lower socioeconomic background, to report that they were pursuing higher education to help their family out financially after they complete college, and to worry about financial aid for college. It is recommended that campus support services for these students directly address their unique challenges and concerns.

Keywords

first generation, minority student, four year university

Abstract

Presents an interview with Professor Blenda Wilson of Harvard Graduate School of Education on aid for minority low-income college students in the United States. Importance of campus job to student retention; Criticisms on the quality of financial aid systems and campus policy; Foundations providing funds for creative instruction.

Keywords

low income groups, minority groups, college bound students, high risk students

Abstract

This report uses tables, graphs, and text to summarize 1996-1997 data on key indicators of progress by minority groups in American higher education.   Data sources included

• Census Bureau Current Population Reports,
• the Higher Education General Information and
• Integrated Post-secondary Education Data System survey reports, and
• surveys conducted by the Higher Education Research Institute.  

After an introduction and executive summary, individual chapters analyze the available data by minority groups, which always includes African Americans and Hispanics and often also includes Asian Americans and American Indians.   Individual chapters cover: (1) high school completion rates,(2) college participation rates,(3) educational attainment,(4) college enrollment trends,(5) degrees conferred,(6) doctoral degrees,(7) college graduation rates, and(8) employment trends.  An additional section describes some innovative partnerships between universities and local public school systems that are increasing minority participation and success in college.   A special focus on Asian Pacific Americans’ demographic and education trends challenges the “model minority” stereotype and discusses important differences in the education, social, and economic circumstances of Asian Pacific American ethnic groups.   (Contains 114 reference notes.) (DB)Keywords:  American Indians, Asian Americans, attendance patters, black students, college school cooperation, degrees (academic), demography, doctoral degrees, educational attainment, educational trends, employment, enrollment trends, ethnic groups, high school graduates, higher education, Hispanic Americans, minority groups, national surveys, outcomes of education, pacific Americans, statistical data, tables (data), trend analysis, current population survey, integrated post-secondary education data system

Abstract

Announces the release of the United States Department of Education's National Center for Education Statistics' report First-Generation Students: Undergraduates Whose Parents Never Enrolled in Post-secondary Education. ' Post-secondary persistence and attainment outcomes of first-generations students; Major findings of the report.

Keywords

children of immigrants, post-secondary education, United States Department of Education

Abstract

Recent research has generated a large body of knowledge about students who are the first members of their families to attend college (referred to as "first-generation students" in this report). What do first generation students study in college? How well do they do in their coursework? Is their coursework different from that of their peers whose parents went to college? This report explores these questions by using data from the Post-secondary Education Transcript Study (PETS) of the National Education Longitudinal Study of 1988 (NELS:88) to examine the majors and course taking patterns of first-generation students and to compare their post-secondary experiences and outcomes with those of students whose parents went to college. This analysis focuses on a subset of the NELS 1992 12th-graders who had enrolled in post-secondary education between 1992 and 2000 and who also have complete post-secondary transcripts available; in addition, the analysis also required that parents' education levels be reported. The findings of this study contribute to earlier research by distinguishing between first-generation students and their counterparts with respect to major fields of study chosen, the types of courses taken, amount of coursework completed, academic performance, and post-secondary outcomes.

Keywords

post-secondary education, First Generation College Students

Abstract

This article examines the characteristics of low-income undergraduates and how they pay for college. It examines their financial need, describes the contribution of financial aid, and presents what is known about how they close the gap between their costs and the amount of aid they receive. (JM) 

Keywords

Low Income Groups Paying, for College Student, Financial Aid Academic, Persistence College, Students Financial, Aid Applicants Higher, Education Need, Analysis (Student Financial Aid)

Abstract

Discusses the removal of roadblocks to equity and excellence in the education of minorities. Goals of the school systems; Analysis of education as a system; Vocational curriculum; Outcomes of schooling; National school completion rates.

Keywords

minorities, higher education

Abstract

Connections for Academic Success (CAS) is a program designed to:

• help freshmen navigate through their first two years of college
• make connections with campus resources in support of a successful start to college life
• understand how to register for classes
• access financial aid resources
• balance academic and social activities
• acquire information about support services, such as tutoring, employment opportunities and more

This can all be a challenge for a new college student.   The goal of CAS is to help you overcome these and other challenges you might face during your first year at Cal Poly.

Keywords

new college student, higher education, California Polytechnic State University,

Abstract

Arizona State University (ASU) recently held its first new student orientation session designed specifically for first-generation students and their parents. ASU hosts more 40 orientations each year, but in the past, first-generation students attended with other high school seniors, and their parents didn't attend at all. The state has attracted a large number of new residents and professional job opportunities in recent years, and both factors have increased the number of first-generation students attending ASU.

Keywords

Abstract

Reports on the conduct of Arizona State University's (ASU) new student orientation session designed for first-generation students and their parents in Arizona. Objectives of the orientation; Description of the first-generation sessions; Recommendation of ASU director fof orientation and parent programs, Gia Garcia Taylor, regarding the implementation of orientation sessions on campuses.

Keywords

college student development programs, college student orientation, education, higher, students, Arizona state university (Tempe, Arizona

Abstract

Determines the effectiveness of the college retention program at Purdue University in West Lafayette, Indiana. Comparison of all freshmen who entered the university's HORIZONS Student Support Program with a matched group based on school enrollment, race and entering academic skills; Identification of important services offered through the program.  

Keywords

college dropouts, students, Purdue university (West Lafayette, Ind.)

Abstract

This handbook provides assistance for tutors in Operation Success, a program to provide limited-income and first-generation college students with academic support services to enable them to persist and graduate from Wichita State University (Kansas). The program provides an interconnected series of academic support services; peer tutoring is intended to help students master course content. It complements study skill development and academic and personal counseling. The ideas of total quality management provide a framework for tutor roles and responsibilities discussed in the first and second sections. Guidelines are given for the first meeting, for presenting invitational education, and for recognizing the learning styles and needs of the student being tutored. Information is given to help tutors with time management, communication skills, and stress management for themselves and the peers they tutor. Samples of 10 forms used in the tutoring process are presented. (Contains eight figures.) (SLD)

Keywords

Academic Persistence Cognitive, Style College, Students Communication, Skills Disadvantaged, Youth higher, Education Peer, Teaching Stress, Management Teaching, Methods Time, Management Total, Quality Management Tutorial, Programs Tutoring Tutors,

Abstract

Interviews are the major tools of academic counseling at Northwestern State University (NSU) in Natchitoches, Louisiana. To enhance the specific application forms and the meaningful qualities of interviews, a counseling Content-Guide-Checklist has been constructed from NSU fall 1987 academic counseling interview reports and from a review of the literature. The Content-Guide-Checklist consists of 27 question-guides which reflect a selective summary of one-to-one interactions with approximately 115 Special Services students who were mainly first-generation college students and were from low-income families. To complement the assistance process of helping these students to help themselves succeed every semester and to graduate, this instrument will also flexibly strengthen the total interview structure of academic counseling. A review of the literature, based on 21 references, supports the validity and use of such a tool, with modifications according to the needs of students, at NSU and other institutions of higher education. The Content-Guide-Checklist, intended to be further developed in the 1988 spring semester interviews, is included. The major part of the document individually lists each of the 27 question-guides and provides relevant information from the literature review and from interviews to support the topic. (Author/NB)

Keywords

Academic Advising Counseling, Techniques Interviews School, Counseling Student, Needs Test, Construction College, Students Higher, Education Test, Use

Abstract

The role of personal motivational characteristics and environmental social supports in college outcomes was examined in a longitudinal study of 100 ethnic minority first-generation college students.   Personal/career-related motivation to attend college in the fall was a positive predictor of college adjustment the following spring.   Lack of peer support also predicted lower spring GPA.

Keywords

first generation, student attitude, motivation, parental support, peers

Abstract

Cites US General Accounting Office’s recommendation of a “front loading plan” to Congress by allowing the federal to award financial-aid grants in early college career to promote retention of low-income college students.   Importance of grants in reducing the number of college dropouts.

Keywords

college students, higher education and state, General Accounting Office

Abstract

Discusses the shortage of doctorate degrees in science and engineering in the United States. Role of the U.S. as a leader in high technology industries; Higher education trends in the U.S.; Amount of foreign-born scientists and engineers with doctorates; Outlook for minorities in the field of science.

Keywords

• such as attending a private high school,
• type of high school curriculum,
• taking remedial courses,
• and having siblings in college

were not statistically significant in the logistic regressions. Not having e-mail, which could be construed as a form of social capital, and delaying entry into college had statistically significant negative effects on the odds that students would persist to their second year. Being from a family where a language other than English was spoken had a positive influence on the odds of persisting. Not participating in a study group with other students and dissatisfaction with college costs and intellectual development had negative impacts on persistence. The study discusses some implications for educators attempting to increase student persistence. (Contains 7 tables and 38 references.) (SLD)

Keywords

academic persistence, college freshmen, first generation college students, English as a second language, higher education, parent background, beginning post-secondary students long study   Dumas-Hines, F.A., Cochran, L.L., & Williams, E.U. (2001).   Promoting diversity: Recommendations for recruitment and retention of minorities in higher education. College Student Journal, 35, 433-444.

Abstract: Many institutions of higher education are facing the challenge of finding ways to diversify their campuses. The purpose of this paper is to provide recommendations for recruitment and retention of faculty and students at institutions of higher learning. These recommendations are based on a review of literature and research conducted on 29 universities in Midwestern United States. Specific suggestions and examples are provided for the following strategies:(1) Develop a university-wide philosophy statement that encourages cultural diversity.

(2) Analyze the cultural diverse faculty and student composition on campus and set goals for enhancing diversity.

(3) Conduct research on best practices/programs/activities that promote recruitment and retention of culturally diverse faculty and students.

(4) Develop, implement, and evaluate a comprehensive plan for recruitment/retention activities that focus on enhancing cultural diversity on campus among faculty and student populations. [ABSTRACT FROM AUTHOR]   

Abstract

Presents a framework for teaching diverse college students to study and do their homework on the basis of their learning-style preference as identified by one of the either two reliable and valid instruments. Effects of learning-style-based instruction and computer-generated study prescription on student achievement.

Keywords

college teaching, methodology

Abstract

This paper describes Project Creating Opportunities for Navigating and Easing Through College Transition (CONNECT), a program implemented by Sam Houston State University, Texas, to assist low-income, first-generation college students and students with disabilities to realize the possibilities of higher education.   Results of an evaluation of Project CONNECT are also reported.   Project CONNECT aims to have a minimum of 50% of participants persist to completion of the academic programs in which they are enrolled and at least two-thirds are expected to meet academic performance standards to stay in good standing.   Project CONNECT targets students as they enter the institution and ensures that students have access to cultural events, faculty advisers, peer mentors, and other services they may need.   In its first year, Project CONNECT has been very successful.   A total of 150 students were full time participants, 50 each at 2 participating junior colleges and 50 at Sam Houston State University.   The project experienced a 14% graduation rate in its first year of operation, and 98% of participants were persisting toward completion of a degree.   An appendix contains a summary of evaluation findings.   (Contains 1 table and 10 references.)  (SLD)

Keywords

academic persistence, disabilities, first generation college students, higher education, low income groups, mentors, school holding power, two year college students, two year colleges, Sam Houston State University, TX

Abstract

Discusses the roles of the school counselors in the quest of the first generation students to earn a college degree. Differences between the first and second generation students; Includes family support for education;

• Academic preparation;
• College knowledge;
• Career versus academic orientation;
• Level of commitment to the role of the student;
• Ways counselors can help first generation students.

Keywords

counseling in secondary education

Abstract

Increasing access to higher education for first-generation and low-income students was the primary motivation for the establishment of the federally funded TRIP programs.  This study, using data from the National Survey of Student Engagement (NSSE) obtained through data sharing among several urban institutions, compared TRIO-eligible students and non-TRIO eligible students on their engagement in three effective educational practices:  active learning, study-faculty interaction, and student-peer interaction.   Also compared were student self-reported gains on measures of cognitive and affective development.   Findings suggest that for both sample populations, engagement in educational practices was positively related to their cognitive and affective growth during college.   Results also indicate that the relative importance of these effective educational practices to student outcomes varied somewhat for students in the two sampled populations.   Findings show that low-income, first-generation students tend to benefit more from educational practices that involve them in class presentations or participation in class discussions and from activities that engage them in a collaborative learning process.   One appendix lists institutions involved in the data share, and the other describes the beneficial educational practices.   (Contains 6 tables and 22 references).   (SLD)

Keywords

access to education, active learning, college students, educational practices, eligibility, first generation college students, higher education, low income groups, peer relationship, teacher students relationship, student engagement, TRIO programs

Abstract

Discloses the findings of National Center for Education Statistics' (NCES) study that compares the potential for college degree completion of first-year students whose parents never attended college and those whose parents are college graduates. Significantly higher drop-out rate for first-generation students; Obstacles faced by first-generation college students.

Keywords

college freshmen, college graduates, academic degrees, parental influences

Abstract

Reports that first generation college students may have fewer academic skills than their peers whose parents went to college.   Reason; the likelihood that they will have more non-academic obligations like children and work; some advantages of first generation students.

Keywords

college students, social conditions

Abstract

The Freshman Empowerment Program is a group process designed to support first generation freshmen. This article discusses the research compiled regarding the success of this program following its initial implementation. Results indicate that GPA was significantly higher for those students involved in the program compared to similar students who chose not to be involved. [ABSTRACT FROM AUTHOR]

Keywords

academic achievement, college freshmen, college students, students affairs services, students-services

Abstract

Presents a study which analyzed the struggles of an American Indian community to define the educational curriculum needed for its children. Examination of the Twin Rivers Public School District in the southwest United States; Determination of the changes made since the district came under local American Indian control; Importance placed by members of the community on problem-solving skills being taught in their school.

Keywords

Indian-education, school districts

Abstract

The purpose was to investigate whether there were significant differences between African American and Caucasian students on critical thinking and learning style. Fifty-two Caucasian and 51 African American students responded to Watson-Glaser Critical Thinking Appraisal and the Inventory of Learning Processes (a learning style inventory). Analyses of variance showed that Caucasian students had significantly higher mean scores than the African American students on four subtest scores of the critical thinking:

• Inference,
• Deductions,
• Interpretation, and
• Evaluation of Arguments, and
• the Total Critical Thinking score.

There were no significant differences between the two groups on the learning style inventory scales. [ABSTRACT FROM AUTHOR] 

Keywords

college students-United States, critical thinking, learning

Abstract

Interviews with 48 Mexican American college students who excelled in high school revealed that Scholastic Aptitude Test (SAT) scores did not predict time to completion of degree, college grade point average, or likelihood of applying to graduate school. However, many students with low SAT scores were initially traumatized and were aware of missed opportunities due to low scores. (Author/SV)

Keywords

academic achievement, college entrance examinations, college students, Mexican Americans, student attitudes, college admission, college choice, educational opportunities, higher education, predictive measurement, self concept, time to degree, academic self concept, Latinos, California 

Abstract

A study examined the processes used by 322 college-bound students, in the course of a year, to choose a college. Sources of information, decision-making activities, and college selection criteria were considered. Results indicate shifts in:

• information sources and
• decision-making activities,
• differences in higher ability students, and
• gender differences.

(Author/MSE)

Keywords

College Bound Students; College Choice; Decision Making; Evaluation Criteria; Information Sources; Academic Ability; Comparative Analysis; High School Students; Higher Education; Information Seeking; Secondary Education; Sex Differences

Abstract

First-generation students, or students whose parents did not attend college, represent 27% of all graduating high school students. They have unique needs that separate them from other students and that must be addressed in counseling. This article examines how school and career counselors can help these students through the use of Social Cognitive Career Theory. This theory and its focus on self-efficacy, outcome expectations, barriers, and goals can help with career and academic decision-making. A case example working with a high school junior is provided as an example of how this theory can assist this population. Implications for future research and counseling strategies are suggested as well. [ABSTRACT FROM AUTHOR]

Abstract

Pinpointing specific recommendations for higher educational reform, the paper advocates changes in the

• recruitment,
• admittance,
• retention, and
• commitment

to Mexican Americans. Investigating these areas, the report finds: (1) College admissions offices often recruit from other institutions, bypassing local "barrios", (2) Unrealistic grade expectations and an unwillingness to work with students who do not fit the Anglo mold bar Mexican Americans from higher education. To retain these students, an environment is needed that provides reinforcement for individual motivation and cultural relation. Also, courses depicting Mexican heritage and culture would develop a stronger self-identification for the Mexican American student and a better understanding for the Anglo. Funding of Mexican American student services and academic programs should be an integral part of the university budget rather than a "special" and temporary fund. (KM) Keywords:  Cultural Education, Ethnic Studies, Higher Education, Mexican Americans, Spanish Speaking, College Administration, College Admission, Cultural Differences, Grade Prediction, Graduate Students, Recruitment

Abstract

In 1984, Seattle Central Community College, in Washington, implemented the Coordinated Studies Program (CSP) in the humanities division of its transfer and liberal studies area. The CSP program involves interdisciplinary courses or seminars team taught by two to four faculty members from different areas of the college and involving an intense level of student participation. While taking CSP's generally helps students see themselves as serious students and persist, data on participants, as well as ethnographic research, indicate that few first-generation students or students of color participate in them. The parents of students taking CSP's tend to have higher levels of education or to have come from better educated families than those of students who do not enroll. In addition, while more CSP students come from middle-class families than non-CSP students, more CSP students are employed and work longer hours. Reasons given in interviews by first-generation students and students of color for not participating in the CSP's included an unfamiliarity and discomfort with the seminar process, concern over the non-traditional assessment methods used, and the difficulty of identifying supportive faculty beforehand since three or four instructors participated in each seminar. Since CSP's could provide considerable benefit to these students, the college has undertaken initiatives to increase their participation, including encouraging more faculty of color to teach CSP's and developing themes that appeal to students of color. Contains 28 references. (BCY)Keywords:  Community Colleges, First Generation College Students, Minority Groups, Nontraditional Education, Participant Characteristics, Program Effectiveness, School Holding Power, Student Attitudes, Student Participation, Team Teaching, Two Year College Students, Two Year Colleges

Abstract

This document contains written and oral statements from 11 U.S. Senators and the Secretaries of Education and Labor concerning the need to improve education standards and job training opportunities for youth. According to the witnesses, legislation has been introduced that will begin such changes, and boards will be set up to establish standards of what students should know. Testimony stressed that a more rigorous curriculum is needed than would have been true a generation ago, since jobs now require higher-level skills. It was noted that other countries have technical-level degrees between high school and college that allow workers to get high-paying jobs. The United States should also develop such a system of technical training and a credential that employers would recognize. Continually stressed was the need to make greater efforts to meet the needs of children early, and to create a technically trained work force. (KC)

Keywords

Education Work Relationship, Educational Improvement, Educational Needs, Educational Objectives, Elementary Secondary Education, Futures (of Society), Hearings, Labor Force Development, Labor Needs, National Standards, Postsecondary Education, Technical Education

Abstract

A study of 1,849 freshmen at York University (Ontario) found that traditional students enjoy a slight advantage over first-generation students in grade point average (GPA). While traditional students have higher levels of involvement than first-generation students, for both groups involvement in various university activities contributes to GPA. (Author/MSE)

Keywords

academic achievement, college freshmen, extracurricular activities, student college relationship, educational background, family characteristics, foreign countries, grade point average, higher education, institutional research, school surveys

Abstract

The Greater Washington Information Center has resources and groups that will help their potential college student and the family.   The resources include early awareness, financial aid, admission test, online applications, career information, and go to college information.

Keywords

financial aid, potential student, Greater Washington, careers, higher education, college student 

Abstract

Recruiting and retaining minority undergraduates are essential to ensuring equity for minority citizens and to improving the learning environment for all students.   A college degree provides increased employment opportunity as well as enhanced social standing.   Anything less than full access for all citizens to this important credential is clearly unjust.   Equally important is the impact of a homogenous campus on all students; an educational experience that does not reflect the pluralism of our country and the importance of minority individuals and cultures is simply deficient.  

Keywords

minorities, education (higher), united states, handbooks, universities and colleges, planning

Abstract

The National Education Longitudinal Study of 1988 (NELS:88) provides information about factors that influence student academic performance and social development. This report describes the experiences of spring 1992 seniors, focusing on their school environments, course-taking and tested achievement, postsecondary plans and occupational goals, and outside-of-school experiences. The typical senior was enrolled in a college preparatory program. Nine of 10 seniors demonstrated basic proficiency in reading and mathematics, but somewhat fewer demonstrated basic proficiency in science. Three-quarters of all seniors planned on continuing their educations beyond high school, and over half expected to hold a professional occupation. Over a quarter of all seniors were from racial and ethnic minority groups. Students generally reported that the quality of education in their schools was good, that their teachers were interested in their students, and that grading was fair. About half of all students worked in addition to going to school. Students participated in a variety of extracurricular activities, but reported a great deal of television viewing. Thirty-three tables and 18 figures present survey data. Eight appendixes contain supplemental information, including 13 tables of standard errors and sample sizes. Appendix H contains abstracts of analytical documents related to the survey. (SLD)

Keywords

academic achieve, college bound students, educational environment, high school seniors, profiles, student characteristics, academic aspiration, career planning, ethnic groups, experience, extracurricular activities, high schools, national surveys, part time employment, racial differences, social development, television viewing

Abstract

This book presents a collection of papers by educators and researchers who discuss various methods of improving minority student achievement. The 19 chapters highlight the achievement of students from kindergarten through college as follows.   (Papers contain references.) (SM)

Keywords

academic achievement, minority group children, academic aspiration, asian American students, black students, blacks, creative teaching, cultural differences, educational environment, elementary secondary education, family school relationship, high risk students, higher education, Hispanic American students, immigrants, low income groups, mathematics achievement, parent attitudes, predictor variables, resilience (personality), self concept, self esteem, student attitudes, student motivation, teacher student relationship, transitional programs, urban schools

Abstract

Administrators at both state-funded and tuition-driven private institutions are now adhering to a bottom-line approach to education. In many cases, budget-minded administrators refuse to move forward on any educational initiative until this question is addressed: "What are you doing to encourage retention?" It is becoming clear that directors and teachers of composition must either implicitly or explicitly deal with the retention issue if their programs are to survive. The general curriculum of the first-year composition course and the pedagogical principles in that course already address the retention problem in many ways. Several studies have shown that both the degree of student contact with faculty and the degree of peer involvement correlate with the rate of retention. Composition courses encourage student contact with faculty through conferences, good student-teacher ratios, and through the redefinition of the role of the teacher as one who facilitates and advises. Composition courses also take the lead in peer group activities through peer editing, peer evaluation, small group discussion and collaborative writing. Instructors and directors may want to infuse into the composition course particular assignments that are relevant to retention, for example, a group paper concentrating on the transition from high school to college. (TB)

Keywords

Administrator Attitudes, Freshman Composition, Higher Education, School Holding Power, Student Attrition, Student Needs, Writing Assignments

Abstract

This digest identifies cultural values that may affect the learning processes of Hispanic-American students, reviews research on the learning styles of Hispanic-American students, and discusses the implications of this research for counseling and teaching Hispanic youth. One cultural value that is of paramount importance in most Hispanic cultures is family commitment. Other values and characteristics suggested by research are a greater inclination among Hispanic than Anglo adolescents to adopt their parents' religious beliefs and lifestyle; stereotyped sex roles; and more and earlier independence among Hispanic male adolescents than male adolescents of the general U.S. population. Several studies have compared students of various ethnic groups in terms of five categories of learning style. These studies suggest that:(1) Cool temperatures and formal design are important for Mexican-American students (environmental learning style);(2) Mexican-Americans require a higher degree of structure than other groups (emotional learning style);(3) Mexican-American students prefer solitary learning less than Caucasian students (sociological learning style);(4) Latinos' strongest perceptual strength is kinesthetic (physiological learning style); and(5) Mexican-American students are more field dependent than are non-minority students (psychological learning style).

There are several implications of this research for counseling and teaching Hispanic-American students. Schools can provide Spanish-speaking teachers and counselors. Group counseling with peers can be helpful for Hispanic adolescents with identity-related problems. Educators can address self-image problems of Hispanic-American students that may result from a rejection of their ethnicity by using interventions that celebrate cultural diversity. In general, counselors and teachers can be aware that Hispanic-Americans are a diverse group with differing customs and values. They should emphasize the learning style strengths of each individual and match instructional resources and methods to individual learning style preferences. (BC)

Keywords

college students, longitudinal studies, academic achievement, parents, first generation college student

Abstract

Little is known about first generation students whose parents did not attend college and specifically their experiences surrounding educational outcomes of college.   This study used structural equation modeling to investigate differences in first generation and non-first generation students using data from the Beginning Postsecondary students longitudinal study )BPS) 90-92-94.   This study adds to the body of literature regarding differences in experiences of first generation and non-first generation college student.   Factor loadings indicate first generation students differ from non-first generation students on the following:

1. expected highest level of education,
2. entrance exam score,
3. nonacademic experiences
4. aspirations for education.

Keywords

college students, longitudinal studies, academic achievement, parents

Abstract

Hispanic-American males encounter various forms of oppression in higher education, which correlate with their dropout and graduation rates. Institutions of higher education are in fact perceived as hostile environments and culturally irrelevant to such students. In an attempt to reverse trends by addressing issues of oppression, institutions of higher education have created programs and policies that enable the middleclass and/or academically prepared Hispanic-American males. In an effort to reverse dropout rates programs and policies must accommodate Hispanic-American males who are less academically prepared but who have the potential for success in higher education. [ABSTRACT FROM AUTHOR]

Keywords

discrimination in education, higher education, Hispanic American men, minorities, Hispanic American students

Abstract

According to Census data (US Department of Commerce, Bureau of the Census, 2001), the Hispanic American population was the fastest growing ethnic group in the United States.   If this trend continues, they will become the majority minority population in the near future.   However, this accelerated growth pattern in the Hispanic population is not mirrored in higher education enrollment; indeed Hispanic are presently a highly underrepresented group in American colleges and universities.   The focus of this article is to examine what is happening in the period between the initiation of the high school experience and the first years of undergraduate coursework in postsecondary education.   The importance of a rigorous high school preparation is discussed and its relationship to college entrance examinations is explored.   The role of Hispanic family demographics (EG socioeconomic status and educational level) also is examined.   Recommendations to promote the success of Hispanic students include the need for an extensive mentoring network to assist students in the successful navigation of the high school and postsecondary education experiences.   Additionally, the building of transition programs to bridge the gap between the high school and postsecondary is discussed.  

Keywords

Hispanic Students; Postsecondary Education

Abstract

Describes a study that investigates the perceived academic self-efficacy of first-generation students at a large Midwest community college. Indicates that first-generation students have lower self-perceptions of their academic ability than students whose parents have some college experience. Contains one data table and 12 references. (JDI)

Keywords

Academic Ability, Academic Persistence, Community Colleges, First Generation College Students, Parent Education, Parent Influence, Self Concept, Self Efficacy, Self Evaluation (Individuals), Student Characteristics, Two Year College Students, Two Year Colleges

Abstract

In this qualitative study, the researcher explored the retention of 10 Latino college students, particularly how their experiences and environmental factors contributed to their persistence.   The participants ranged in age from 21 to 25 years and included 5 men and 5 women.   The findings include 11 major categories or themes.   Implications for practice are discussed.  

Keywords

academic persistence, college students, educational environment, Hispanic American students, school holding power, higher education success

Abstract

This study explored similarities and differences between 130 first-year college students classified as first or second generation. Multiple regression analyses and between-group t tests were performed to analyze the data. The study found that first-generation students reported significantly less parental income and social adjustment. On-campus friend support predicted overall adjustment better for second-generation students whereas intellectualism predicted better for first-generation students. Self-esteem and on-campus support consistently predicted adjustment for the entire sample, implications are suggested.

Keywords

acculturation, adjustment, college student attitudes

Abstract

The importance of intrusive advisingat-risk collegeand university students(i.e., studentswho: are ethnic minorities, are academically disadvantaged, have disabilities, are of low socioeconomic status, and are probationary students) has been repeatedly emphasized in the professional literature. Intrusive advisingstrategies are typically used with at-risk students, and are special techniques based on prescriptive, developmental, and integrated advisingmodels. Numerous benefits to using intrusive advisingare noted, along with examples of strategies used with five at-riskgroups. Recommendations for collegeand universityadvisors include the need for a comprehensive plan that addresses intrusive advising, adequate faculty and advisor training, web supports for targeted students, development of comprehensive databases for managing student data, and ongoing research to evaluate intervention effectiveness. [ABSTRACT FROM AUTHOR] 

Keywords

college dropouts, higher education

Abstract

During recent decades, there has been an influx of under-prepared students in America's colleges and universities. At many institutions, programs have been created to assist these high risk students through special classes and/or support services. Through application of student development theory these programs can shed the negative connotations of remedial education and can provide new models for individualized counseling and instruction. This paper asserts that research in student development provides educators with a sound theoretical foundation for meeting the needs of high risk students and that student development theory provides a framework which should serve as a beginning point for designing services for high risk students. It presents theories of moral and ethical development, learning and perceptual modalities, personality, developmental tasks, and student involvement and explores how these theories can provide critical insights into the needs of high risk students. It is concluded that knowledge and application of developmental theory will help educators of high risk students to define and articulate their mission and philosophy, and will help them justify and perfect programs which in the future may be viewed as models for teaching and advising all students. (Author/NB) 

Keywords

Developmental Programs, High Risk Students, Student Development, Student Needs, College Students, Counseling, Higher Education, Research and Development, Theories, Theory Practice Relationship

Abstract

This study investigates whether there are differences in first-year college success patterns (retention) between first-generation students and non first-generation students attending a multi-campus community remediation, family income, and the influence of a parent’s highest level of education upon retention of first-generation students.   The study consisted of 713 student cases taken from the cohort of all students who enrolled and applied for financial aid during the fall semester of 1994 at the Wayne County Community College District, Michigan.   The sample included 397 first-generation and 258 non first-generation students.   The majority of the students (61.4%) were between 25 and 44 years old, and African American students (68.7%), with family incomes between $5, 001 and $ 15, 000 (43.7%).   Approximately 80% of the student population of 9, 638 applied for financial aid.   The results of data analyses showed significant differences between first-generation and non first-generation students relative to the number of semesters attended and cumulative grade point average.   Based on the findings, the author recommends using a longitudinal study to determine the academic outcomes of first-generation students beyond the first year.   Research instrument appended.   (Contains 29 tables and 129 references.)  (NB) 

Keywords

adult students, age, college attendance, community colleges, first generation college students, minority groups, nontraditional students, outcomes of education, parent role, parents, two year college students, two year colleges

Abstract

This study used data on 1992 high school graduates from the National Education Longitudinal Study of 1988 (a survey that began with eighth graders in 1988 and followed them every two years through 1994) to examined the critical junctures when at-risk high school graduates are most likely to leave the pipeline to college enrollment, and to identify factors that increase their chances of successfully navigating the enrollment pipeline.   An at-risk student was defined as having risk factors such as being from a single parent household, having an older sibling who dropped out of high school, and earning low grades between sixth and eighth grades.   Highlights of the findings include about 58 percent of graduates had one or more risk factors; of these;

• 30% successfully navigated the pipeline to college enrollment;
• at-risk students differed most from counterparts in their educational aspirations and academic preparation;
• and academically prepared at-risk students were much less likely than counterparts to take an entrance exam.  

After an introductory chapter, two chapters detail data and definitions and provide an overview of students at risk.   The following two chapters present findings on the pipeline to a four-year college and compare at-risk students regarding completion of math courses, help received in the college application process, and level of school involvement of students, parents, and peers.   Appended are a glossary, technical notes, and supplementary tables.   (DB)

Keywords

academic achievement, academic aspiration, access to education, college admission, college applicants, college round students, college entrance examinations, disadvantaged youth, dropouts, family involvement, high risk students, high school graduates, high schools, higher education, longitudinal studies, mathematics, outcomes of education, peer influences, student characteristics, tables (data), National Education Longitudinal Study of 1988

Abstract

Compares first-generation students with those whose parents were college graduates, examining college planning, preparation, and support. Data from the National Education Longitudinal Study of 1988 (updated 1994) show that first-generation students trail their counterparts whose parents were college graduates in participating in activities leading to college enrollment. (Author/SLD)

Keywords

college preparation, educational attainment, parents, college bound students, high school students, high schools

Abstract

As a college degree becomes increasingly important for individuals seeking employment, the numbers of first-generation students continues to grow. With the first-generation student pool comprised largely of members of working class families, ethnic minorities, women, and or adults, community colleges have always viewed first-generation students as a primary clientele. One of the greatest challenges confronted by first-generation students is that college attendance represents a departure from the pattern established by family and friends, who may in turn become non-supportive or obstructionist. This problem can be particularly difficult for traditional-age students who continue to live at home. First-generation students are often less well prepared for college than their classmates from college-educated families. In addition to being less prepared academically,

• such students often have insufficient knowledge of time-management techniques;
• the economic realities of college life;
• and the impersonal, bureaucratic nature of educational institutions.

Among the strategies which colleges can employ to assist first-generation students are:(1) specialized outreach, tutoring, and mentoring programs;(2) bridge programs, linking high schools and post-secondary institutions to help students confront the obstacles to successful college preparation; and(3) college-orientation classes reviewing practical skills, college procedures, and available support services.

For first-generation adult students, suggested instructional strategies include placing an emphasis on critical and analytical thinking skills, and offering interdisciplinary courses centered on specific themes. (PAA)

Keywords

College Preparation, Educationally Disadvantaged, Nontraditional Education, Student Personnel Services, Two Year College Students, Adult Students, Community Colleges, Family Characteristics, Nontraditional Students, Program Descriptions, School Holding Power, Student Adjustment, Student Educational Objectives, Two Year Colleges

Abstract

Examines the gender-specific strategies that 30 African-American high school students developed to remain academically successful and traces their success to participation in an educational reform program, family culture, and the culture of the communities in which they lived. (SLD)   

Keywords

academic aspiration, black students, high school students, sex differences, urban youth, academic achievement, college bound students, educational change, family characteristics, high schools, low income groups, urban schools

Abstract

Examines the extent to which Latino students' background characteristics and college experiences in the first and second years contribute to their sense of belonging in the third year. Identifies several experiences as having a positive effect on first year students and notes the negative effect of a hostile racial climate. (MJP)

Keywords

college environment, Hispanic americans, social integration, students attitudes, student characteristics, student college relationship, cultural background, cultural interrelationships, ethnic groups, higher education, racial discrimination, student welfare, undergraduate students

Abstract

The study was based on weighted responses of 263,710 students at 385 4 year colleges and universities.  

Keywords

Abstract

Examines the unique characteristics of first-generation community college students. Lower sense of self-efficacy; Demographic profiles, goals and motivations and academic intentions and early academic performance; Parents' level of education; Tendency for greater difference on the questions concerning motivating factors for attending the community college.

Keywords

academic achievement, community college students

Abstract

Contends that increased immigration has posed whether assimilation benefits educational achievement. Reports on a study that evaluates generational status and scholastic performance of immigrants. Concludes that second-generation youth are best positioned to achieve scholastically. (CFR)

Keywords

academic achievement, acculturation, ethnic groups, immigrants, limited English speaking, social change, Asian Americans, cultural differences, cultural pluralism, foreign nationals, higher education, Hispanic Americans, intermediate grades, minority groups, united states history

Abstract

The study described in this report examined the characteristics of eighth-grade students who were at risk of school failure. The study used data from the National Education Longitudinal Study of 1988, which is a large-scale, national longitudinal study begun in the spring of 1988 when 25,000 eighth graders attending public and private schools across the nation were surveyed along with the students' parents, teachers, and school principals. The students were re-surveyed in 1990, and the base year and follow-up data of NELS:88 taken together provide a wealth of information about eighth graders' as they move in and out of the U.S. school system and into the varied activities of early adolescence. This study, focused on at-risk students within the eighth grade cohort, examined the following sets of variables:(1) basic demographic characteristics;(2) family and personal background characteristics;(3) the amount of parental involvement in the student's education;(4) the students' academic history;(5) student behavioral factors;(6) teacher perceptions of the students; and(7) characteristics of the students' schools. Black, Hispanic American, and Native American students and students from low-socioeconomic backgrounds were more likely to be at-risk.

Male eighth graders were more likely to have low basic skills, but were no more likely to drop out. After controlling for sex and socioeconomic status, Black and Hispanic American dropout rates were found to be the same as that for Whites. However, even when controlling for sex and economic status, Black and Hispanic American students were more likely than White students to perform below basic proficiency levels. Included are 15 tables in the text and 31 tables in 2 appendixes. (JB)

Keywords

high risk students, mathematics achievement, potential dropouts, reading achievement, secondary school students, student characteristics, academic failure, American Indians, black students, demography, family characteristics, grade 8, Hispanic Americans, junior high schools, parent participation, white students

Abstract

In our work with high school students, we have found that each student carriers a different self-expectation for his or her eventual matriculation into post-secondary education.   Some feel that college is their absolute goal.   Some feel that they have been encouraged to continue their education beyond high school while others feel discouraged.   How do you students arrive at these varying expectations?  For those who have a positive expectation, how reasonable it is that the expectation will be realized?  Our goal in this study was to work with first-generation college bound students from our various settings and gain a measure of insight into the factors that make college a reasonable expectation for some students but not for others.   

Keywords

first generation college students, higher education, academics

Abstract

The Transition Class is an alternative model to the traditional college sequence of developmental courses. Offered as an option to prospective students before they complete the college application and financial aid procedures, the 12-week Transition Class is nongraded and free of charge. By taking the class before they fully matriculate in the college credit system, nontraditional, first-generation college students have the opportunity to learn about the expectations and demands of college in a supportive, low-risk environment. A holistic, integrated curriculum and class structure, along with the constant use of active learning methodologies, characterize the Transition Class. Academic skills, emotional and social skills, teamwork, career exploration, and goal setting are developed to cultivate success in the workplace as well as in the classroom. The curriculum consists of reading, writing, math, and "emotional literacy," and class sizes are small enough to foster collaborative learning and student involvement. In the Transition Class, students are expected to meet high demands and are responsible for their own learning, which is often strengthened by the communal learning environment. The Transition Class has proven extremely successful in improving the college academic achievement of "at-risk" students.

Keywords:

Academic Achievement, Career Exploration, College Freshmen, College Preparation, Community Colleges, Coping, Developmental Studies Programs, Educationally Disadvantaged, First Generation College Students, High Risk Students, Remedial Programs, School Orientation, Skill Development, Student Adjustment, Study Skills, Transitional Programs, Two Year Colleges

Abstract

The purpose of this study was to examine differences that may exist between studentswhose parent(s) had attended college (continuing generationcollege students) and those firstin the family to attend college (first generationcollege students) on various demographics, attitudes, familial support systems and personal resilience characteristics. Subjects completed a survey of demographic data, attitudinal characteristics, level of family support, performance, and a self-rating of 18 characteristics related to the concept of resilience as studied in the literature. Sixteen subjects were then interviewed. Findings indicate that demographic information for both groups was similar for age, gender, and self-reported GPA. Family income was found to be lower, on average for first generation studentsthan their continuing generationpeers. Also, more African American studentstended to be first generationcollege studentsas compared to Caucasian students. Although self-ratings were high for both groups of students, four of the ratings were statistically significant for first generationcollege studentsas compared to continuing generation students. Those ratings were self-esteem, spirituality, high expectations of self, and more likely to report more negative early educational experiences than their peers. These findings lend support to the notion that firsttimers are self-motivated and intrinsically driven to achieve despite perceived negative early educational experiences. Themes were noted from the in-depth interviews. All studentsstudied were involved in student life and co-curricular issues and were committed to college and their goals. Four themes more salient for first generationcollege studentsemerged.

First, these studentsdiscussed not fitting in from the start.

Second, parental support was indirect and lacked guidance.

Third, persisting in college for these studentswas more of a day by day process.

And fourth, their goals for college were more utilitarian. Themes for continuing generationcollege studentswere different.

• First, they believed all firstyear studentswere sharing this new experience.
• Second, these studentspartnered with their parents on college.
• Third, the students 'goals for college included degree attainment, personal development, and meeting new people in college.
• Fourth, a common concern was managing time.

(PsycINFO Database Record (c) 2004 APA, all rights reserved)

Keywords

resiliency; college students; educational background

Abstract

Presents information on a study which identified selected partnerships that focus on the increased participation and success of minority and disadvantaged students. Methodology; Results; Discussion.

Keywords

minorities education, minorities students

Abstract

Presents information on a study which explored and compared the experiences and views that community college studentsfaced across multiple levels of parental education. Methodology; Findings; Conclusion and limitations

Keywords

community college students, community colleges, education research, parents, education, higher education with parent participation

Abstract

This study investigates how the structure of the high school curriculum influences how far graduates get in the secondary mathematics course pipeline, and their level of achievement in that subject by the end of high school.   The study draws on data from the High School Effectiveness Supplement (HSES) of NELS:88, a broad based longitudinal study of US adolescent’ experiences and accomplishments in public and private secondary schools in and around the 30 largest cities in the US, as well as from the students’ high school transcripts.   Using a two-stage stratified sample of 3,430 high school transcripts in 184 schools, the study used the Hierarchical Linear Models (HLM) statistical software to estimate school effects on individual students’ behaviors and achievement.   It was found that completing high-level mathematics courses is strongly associated with students’ achievement; however, how schools structure their mathematics curricula influences how far their students get in the math course pipeline.   Students who attend schools where more credits are accumulated in low-level mathematics courses make less progress to the more advanced courses.   Curriculum structure, the types and numbers of mathematics courses offered and taken, has both a direct and an indirect effect on students’ achievement in that subject.   Implications of curriculum structure for students’ academic progress are discussed.   (Contains 50 references.) (Author/ASK)

Keywords

advanced courses, course selection (students), high schools, mathematics achievement, mathematics curriculum, mathematics instruction, secondary education

Abstract

Using data from the High School and Beyond study, researchers found that guidance counseling is not equally available to all public high school students. Minority students, students from families of low socioeconomic status, and students in rural areas are less likely to have access to adequate guidance counseling. (RB)   Keywords:  Academic Advising, Career Guidance, High School Students, School Counseling, Counseling, Minority Groups, Socioeconomic Influences

Abstract

Reviews and critically examines research on academic programs for improving retention of at-risk minority college students. Recommends academic retention program designers incorporate effective instructional components and program evaluators implement better controlled research studies. (Author/ABL) 

Keywords

college students, high risk students, minority groups, school holding power, academic persistence, dropout research, higher education, student attrition

Abstract

This book examines how individuals from low-income families in the United States are able to attend college. Part 1 focuses on the odds against a poor person attending college, looking at the reality of growing up poor in the United States and the odds against escaping such poverty. Part 2 examines how poor people beat such odds, presenting a study of 24 poor, first-generation college students that seeks to identify the factors that enabled these individuals to attend college. It describes the experiences of the most successful among the group, namely those attending highly selective universities, as well as less successful individuals, namely older adults attending community colleges. Part 3 focuses on how to improve the odds for poor people, concentrating on the positive role of mentors in the lives of the individuals in the study. The book concludes by discussing financial aid, early intervention, and transition programs that may help even the odds for poor people hoping to attend college. Two appendixes provide brief biographies of the students interviewed for the study and a demographic profile of the students. (Contains 84 references.) (MDM)  

Keywords

Access to Education, College Attendance, College Students, Low Income Groups, Mentors, Poverty, Academic Achievement, Community Colleges, Early Intervention, Educational Attainment, Educational Attitudes, Educational History, Government Role, Higher Education, Influences, Poverty Programs, Selective Colleges, Student Attitudes, Student Financial Aid

Abstract

Research on college choice as it relates to students' characteristics is reviewed, and the choice process is shown to be a complex series of activities, with individuals participating in it differently. Parent education is a stronger influence than race or gender. Groups are likely to respond to different marketing strategies. (MSE)

Keywords

college applicants, college choice, marketing, student characteristics, student recruitment, higher education, parent background, policy formation, racial differences, sex differences, student attitudes

Abstract

In this study we examined and compared the determinants of first-to-second-year persistence for 1, 167 first-generation and 3, 017 continuing-generation students at four-year institutions, using data from the Beginning Postsecondary Students Longitudinal Survey (wine, et al., 2002).   Because first-generation students are overrepresented in the most disadvantaged racial, income, and gender groups, we used a critical theorist perspective to frame the research problem, guide inquiry, and interpret results.  

Keywords

Abstract

Detailed family histories were taken of students who were the first in their families to go to college.   This paper utilizes the psychoanalytic and family systems theory of Helm Stierlin and others to explore (1) how college matriculation for first-generation students is linked to multigenerational family dynamics, and (2) how these students reconcile (or do not reconcile) the often conflicting requirements of family member ship and education mobility.   The same modernity that creates the possibility of opportunity for these students is seen also to create the potential for biographical and social dislocation.  

Keywords

college students, family attitudes, family relationship, parent student relationship, student attitudes, case studies, family characteristics, family environment, family influence, family role, family structure, psychological patterns

Abstract

Discusses the impact of social/structural mobility on first-generation college students, focusing on the common need to renegotiate relations with family and friends and to acquire a new social identity with the attendant symbols (language, dress, etc.) of status-group membership. (DMM)

Keywords

adjustment (to environment), college attendance, family characteristics, social mobility, students college relationships, two year college students, community colleges, intergroup relations, peer relationships, two year colleges

Abstract

The present study extended Elliot and Church's (1997) model of approach and avoidance motivation to a sample of 120 middle school children (Grades 5-7). It was predicted that academic goals (Performance-Approach, Performance-Avoidance, and Mastery) would mediate the relationship between action-control beliefs (Agency for Ability, Effort, Luck, Others, and Control Expectancy Beliefs) and achievement-related outcomes (Intrinsic Motivation, Test Anxiety, and Academic Achievement). Path analyses revealed that academic goals,(a) mediated the relationship between action-control beliefs and intrinsic motivation;(b) partially mediated the relationship between action-control beliefs and test anxiety; and(c) did not mediate the relationship between action-control beliefs and academic achievement. These findings suggest that the strength of the mediational relationship varied as a function of achievement-related outcome. Furthermore, analyses revealed that minority student differences in achievement were mediated by individual differences in action-control beliefs, specifically, beliefs regarding personal ability and likelihood of academic success. These results suggest that minority student variability in academic achievement may be a function of commensurate differences in action-control beliefs. Implications for intervention and a general social cognitivemodel of self-regulated learningare discussed. [ABSTRACT FROM AUTHOR]

Keywords

academic achievement, goal (psychology), motivation in education

Abstract

This dissertation is a case study involving four, first generation , working class, college students. The dissertation study chronicled the experiences of these students during their first semester at the college. In order to more effectively focus on the aspects of social class and first generation status, the study was restricted to white males. First generation , working class students must negotiate a difficult transition from their working class culture to the culture of academia, in order to be successful in college. This transition typically requires significant re-negotiation of relationships with family members and friends, who are not always supportive of their efforts. Research among first generation , working class students indicates that they face substantial barriers to earning a college degree, and are at a distinct disadvantage concerning access to college and degree attainment. Case study methodology was employed for this study. Participants were interviewed every two weeks throughout the semester to chronicle their experiences. The research question for the study was: How do first generation , working class, first year, white male college students make the necessary academic, social and cultural adjustments to college? The study focused on these students ' preparation for college, the support they perceived for attending college, their feelings of belonging to the college campus, and how their social class affected their college experience. The study found that this group of working class, first generation college students lacked significant support systems for their efforts during college. The study found that these students often lacked a sense of belonging to the college campus and indicated that administrators and staff in student services agencies had little, if any, impact on these students college experience. The study also found that their social class had a negative affect on these students ability to succeed in college. The study makes several recommendations for programs designed to help erase the perceived deficit working class, first generation college students have in order to help them succeed in college, and recommends that higher education also adapt its culture to meet the needs of working class, first generation students. (PsycINFO Database Record (c) 2004 APA, all rights reserved)

Keywords

working class; Whites; freshmen; college students; men

Abstract

Our work must be focused to be effect.   Therefore, the Lumina Foundation for Education will concentrate its national funding efforts in three theme areas:

• addressing the issue of financial access to post-secondary education,
• supporting efforts that help post-secondary student identify appropriate options and remain in school to attain their educational objectives,
• understanding and addressing the challenges faced by nontraditional students, including adult students, first-generational college goers and under-served groups of students.  

Keywords

financial access, persistence, nontraditional students, first-generation students, underprivileged students, higher education, post-secondary education

Abstract

This presentation seeks to discuss some of the major concerns of inner-city, racial and ethnic minority students who are deemed to be at risk academically; the nature of collaboratives which are suggested as primary vehicles for addressing the seeming academic failures of such students; and some of the inherent shortcomings of such suggestions given the fact that they fail to take into consideration the cultural constraints that tend to inhibit such suggestions from becoming manifest.

Keywords

inner-city students, minority students, higher education, persistence,

Abstract

Based on an examination of related literature, reviews the pre- and post-enrollment characteristics of first-generation community college students, and discusses what colleges should do to help these students be successful. Asserts that while considerable research exists on first-generation students on four-year college campuses, the findings and recommendations may not be pertinent to the community college environment. (KS)

Keywords

community colleges, student characteristics, student development, two year college students, academic achievement, academic persistence, social integration, student attrition, two year colleges

Abstract

This report analyzes patterns of undergraduate transfer behavior of students who entered post-secondary education during the academic year 1989-1990.   Data were derived from the spring of 1994 follow-up of the 1990 Beginning Post-secondary Students Longitudinal Study.   The report notes that attendance at multiple institutions is widespread:  at 4-year institutions almost half of the beginning students enrolled elsewhere within 5 years, although only 25 percent transferred; and at community colleges, 25 percent were identified as working toward a bachelor’s degree.   The report data, which are summarized in 9 figures and 28 tables, and the discussion cover the following areas: (1) definition of transfer;(2) the general phenomenon of attendance at multiple institutions;(3) transfer activity in general;(4) transfer from 4-year institutions;(5) transfer from public 2-year to 4-year institutions; and(6) transfer activities, controlling for background.  Three appendices provide references tables, a glossary, and technical notes and methodology.   (Contains 12 references.) (CH) 

Keywords

academic persistence, attendance patterns, college attendance, college credits, college transfer students, community colleges, education mobility, enrollment, higher education, longitudinal studies, national surveys, outcomes of education, public colleges, statistical analysis, student mobility, transfer students, trend analysis, two year colleges

Abstract

Administered the Self-Perception Profile For College Students ([SPP]; J. Neemann and S. Harter; 1986); the Texas Social Behavior Inventory, and the short form of the Taylor Manifest Anxiety Scale to 446 18-25 yr old university students. 235 Ss' parents had both attended college, 72 Ss had only 1 parent who had attended college, and 139 Ss' parents had never attended college (1st-generation college students). The highest levels of self-esteem were associated with Ss whose parents had both attended college. This same group of Ss scored significantly higher on the SPP dimensions of social acceptance and humor than did Ss whose parents had had some or no college education. Conversely, 1st-generation college students perceived themselves as significantly less creative than the other 2 groups. (PsycINFO Database Record (c) 2004 APA, all rights reserved)

Keywords

self esteem & perception & anxiety & social behavior, 18-25 yr old college students with 1 vs 2 parents who had vs had not attended college

Abstract

The objective of this study was to determine factors affecting the persistence patterns of first time, first generation students in an urban Oklahoma community college. It is a commuter college with two thirds of the students attending part-time; nearly 60% of the students are women, 80% work either full or part-time, and the average age is approximately 28 years. Variables with a potential impact on persistence were grouped into four categories: biographical characteristics, academic ability, personal information, and degree information. Additionally, issues of interactions between the categorical differences were examined. This study used the Bean and Metzner model of persistence in its examination of both the population and variables. In the spring 1993 semester, all first time students were surveyed. A total of 196 first time, first generation , degree seeking students were identified for this study. Students were placed into the study based on their first time, first generation status, educational intent, and on the completion of at least the first semester of classes. At the end of the spring 1995 semester, the 143 students meeting all the criteria for inclusion were split into two groups--those who persisted (N = 53) and those who did not persist (N = 90). This grouping was based on a review of academic histories of the 143 students in the study; their enrollment status was determined and those who had not enrolled for two consecutive semesters were identified. In addition, non-parametric and parametric tests of significance were used to address the research question in the study. Chi square and t-tests were used to analyze data with an alpha level set at.05. Discriminate function analyses were run to evaluate the interaction of combinations of variables. Descriptive statistics completes the analysis, analyzing both the statistical analysis and the basic demographics of the population. Analysis of the 13 individual variables examined established high alpha lev (PsycINFO Database Record (c) 2004 APA, all rights reserved)

Keywords

Abstract

Presents an article about the psychological resilience and fragility of young adults. Story of a newcomer student; Experience of alienation; Reason for the failure of students.

Keywords

alienation (social psychology), students (psychology), young adults (psychology)

Abstract

Focuses on minority postdoctoral researchers. Number of minorities in the scientific field; Statistics on African American postdoctoral researchers in the biomedical fields; Need for attention at the elementary level; Programs aimed at underrepresented minority postdocs by the National Institute of Allergy and Infectious Diseases (NIAID); Outlook.

Keywords

doctor of philosophy degree, higher education, learning and scholarship, minorities in the professions, minority students, statistics, United States National Institute of Allergy and Infectious Diseases

Abstract

Using data from 1,033 freshmen at a public urban university, this study examined the effect of the perceived quality of academic advising on student attrition in a model of the student attrition process.   High-quality advising negatively influeced attrition through effects on GPA, satisfaction in the role of a student, the value of a college education for future employment, and intent to leave the university.   Low-quality advising was related to greater attrition that was high-quality advising, but on the other hand, low-quality advising was associated with less attrition than no advising at all.   The effect size of the advising variables suggested that a more extensive provision of high-quality advising might be considered as one strategy in a multifaceted institutional effort to reduce freshman attrition.

Keywords

academic advising, college freshman, dropouts, faculty advisors, perdictor variables, student attritioin, dropout prevention, educational counseling, higher education

Abstract

This descriptive, correlation study was undertaken to examine potential linkages between learning style preferences and academic self-efficacy in first year, first semester college students . First generation student status was a distinctive subpopulation also examined in this study. Data were collected using the College Academic Self-Efficacy Scale (CASES), the Productivity Environmental Preference Survey (PEPS) and a demographic survey. A convenience sample of 112 first year, first semester college students from two private, religious-based institutions agreed to participate in the study. Student participants completed the PEPS, CASES and demographic survey at the onset of the first semester of college. Participants completed the CASES again at the end of the first semester. Findings indicated that pre-test/post-test CASES scores were not significantly different. Thus, students did not demonstrate a significant change in their academic self-efficacy from the onset to the end of the first semester of college. Findings also indicated that first generation students did not differ significantly from their non-first counterparts for academic self-efficacy. Academic major affected both pre-test and post-test CASES scores. PEPS results indicated that students preferred structure, afternoon and were peer-oriented. Statistical analyses failed to detect significant differences in academic self-efficacy scores for participants with specific learning style preferences. Findings indicated an effect of major on the learning style preference of auditory. Also, significant correlations were found between learning style preferences of motivated and responsible and pre-test/post-test CASES scores. Although the findings in terms of the influence of learning style preferences and academic self-efficacy were not significant, some students did experience changes in self-efficacy scores at an individual level. Qualitative follow-up is needed to discover the possible role of learning style preference for these students . Students should be encouraged to understand and capitalize on their learning style preferences to maximize their personal capability for college achievement. College instructors should continue to examine factors that may be critical to student success, especially in the vulnerable time period of the first year of college. (PsycINFO Database Record (c) 2005 APA, all rights reserved)

Keywords

Cognitive Style; Learning Ability; Self Efficacy; College Students

Abstract

This report provides a comprehensive portrait of educationally disadvantaged college aspirants, focusing on three important factors that hinder access to and success in postsecondary education.   These factors--welfare participation, first-generation college student status, and parental divorce-- exacerbate the obstacles that continue to confront low-income, minority, and other disadvantaged students.   Based on Census Bureau and US Department of Education data, the report found that the number of welfare recipients participating in postsecondary education has fallen since the federal welfare reforms of 1996.   It also found that first-generation college students and children with divorced parents were less likely than their peers to complete the necessary steps to enroll in a four-year college, and that first-generation students were more likely than peers to delay enrollment in postsecondary education.   The report recommends increased investment in early intervention and precollege programs, renewed efforts to increase the availability of college awareness information, consistency and clarity in state policies concerning parental responsibilties to pay for college, fewer restrictions on participation in postsecondary education for welfare recipients, and simplified forms and processes for applying for college admission and financial aid.   (Contains 56 references.)  (MDM)

Keywords

academic aspiration, access to education, admissions counseling, college applicants, college preparation, disadvantaged youth, divorce, early intervention, educational counseling, education policy, enrollment influences, higher education, paying for college, social services, student financial aid, welfare recipients, First Generation Students

Abstract

Results of participation in a Summer Bridge Program at the University of California, San Diego, in 1978 for 30 high-risk, minority group, and low-income students are discussed. The program is based on Tinto's (1975) theoretical synthesis of research on dropouts from higher education and is designed to increase a student's integration and counterbalance initial disadvantages. The program provided 3 weeks of intensive instruction in mathematics, reading, writing, and study skills. Students were housed on the campus, and live-in peer counselors provided support and supervision. The students participated in diagnostic testing, tutoring, and individual and small group peer counseling. Students met with a counseling psychologist twice weekly to solve group problems and attended meetings about academic support services. In addition, students were given paid work experience assignments, and recreational activities and field trips were scheduled for weekends and some evenings. At the beginning of the fall quarter 1981, Summer Bridge students had the highest retention among four comparison groups, exceeding by 31 percent the rate of a comparable group of minority, low-income students. Similar retention rate differences have been observed for subsequent Summer Bridge Programs conducted in 1979 and 1980. Summer Bridge is not a remedial program, but is designed to address many issues that affect a student's decision to stay at college, to build a network of peer group support, and to make the campus a familiar place before the fall quarter begins. The goal of the program is academic and social integration and transition from high school to college. (SW) 

Keywords

College Bound Students, Dropout Prevention, High Risk Students, Summer Programs, Transitional Programs, Academic Persistence, Articulation (Education), Basic Skills, Economically Disadvantaged, Educational Counseling, Educationally Disadvantaged, Higher Education, Low Income Groups, Minority Groups, Peer Influence, Potential Dropouts, School Holding Power, School Orientation, Study Skills

Abstract

This article presents a theory that explains the survival of minority students in United States colleges. It has been estimated that over 60 percent of all students who started college in 1993 will not earn a college degree. For the past twenty years, the dropout rate has remained relatively high, especially among first-year minority students. In fact, recent national studies on minorities in higher education continue to reveal an alarming picture of under-representation, a high attrition rate, and low participation in many disciplines. Data from the 1992 American College Testing Program indicate that about 27 percent of all entering students at four-year institutions did not return for their second year. The dropout rates after the first year at the institution of one of the authors ranged from 20 percent for Asian-Americans to 54 percent for Native Americans. The rates for African-Americans and Hispanics fell between these two extremes. In recent years, major programs on cultural diversity have addressed the problems of racial conflicts and discrimination on college campuses-in the classroom, in student housing, in faculty-student interactions, and in student social life. Even so, issues such as how cultural and racial climates on campus affect minority students have not received a great deal of attention in educational research.

Keywords

discrimination, minorities, minority college students, social networks, universities and colleges, United States

Abstract

Purpose of study was to determine predictive validity of self-regulated learning variables in comparison to traditional college admission test scores for first-generation students. Also investigated were differences, regarding self-regulated learning variables and ACT, between first- and second-generation students and how self-regulated learning variables may have been related to academic performance. (Contains 14 references and 3 tables.) (Author)

Keywords

first generation college students, predictor variables, academic achievement, college entrance examinations, college students, individual instruction

Abstract

The Non-Traditional Student program at the University of Texas at San Antonio is designed to identify and serve a diverse and growing population of non-traditional freshmen.   The program offers academic advising for all non-traditional students.   

Keywords

non-traditional students, higher education, University of Texas at San Antonio, support programs, student services,

Abstract

This paper provides initial results of a longitudinal study of a nationally representative sample of first-generation students, their college choices, their academic and social integration in the institution, their postsecondary persistence and attainment outcomes, and their labor market outcomes.   The study analyzed data from the 1989-90 Beginning Postsecondary Students Longitudinal Study, which that first generation student had particular demographic and enrollment characteristics.   They were more likely to be female, older, and independent; to have dependents and lower incomes; to be enrolled in two-year institutions; and to be enrolled part time.   First-generation students were more likely than other students to value improving their financial and professional status but were less likely to complete their postsecondary education within five years.   Five years after beginning postsecondary education, first generation students who had achieved certificates or degrees were employed in similar positions and earned salaries comparable to counterparts whose parents had attended college.   When demographic, enrollment, firs-year academic performance, and institutional characteristics were controlled, first-generation students were less likely to persist in postsecondary education.   Eighteen tables detail the study’s findings.   (Contains 35 references.) (DB) 

Keywords

academic persistence, college choice, college outcomes assessment, college students, education work relationship, employment opportunities, family characteristics, higher education, labor market, longitudinal studies, tables (data), time to degree, two year colleges, ASHE Annual Meetings, Beginning Postsecondary Students Long Study, First Generation Students

Abstract

This report uses data from the 1989-90 Beginning Postsecondary Students Longitudinal Study and the 1993 Baccalaureate and Beyond Longitudinal Study to examine the postsecondary experiences and outcomes of first-generation students relative to their peers.   After an overview of the demographic, inspirational, and enrollment characteristics of first-generation and non-first-generation students, the report compares the persistence and attainment rates of each of these two groups.   It then examines the labor market and further postsecondary outcomes of these students.   The major findings are:

• First-generation students were more likely to be older, have lower incomes, be married, and have dependents than their non-first-generation peers,
• first-generation students were more likely to enroll in postsecondary education part-time and to attend public 2-year institutions; private, for –profit institutions; and other less-than-4-year institutions than their non-first-generation counterparts,
• First-generation students were equally as likely to be taking remedial classes as non-first-generation students when they began their postsecondary education.   However, there were differences by sector on this measure.   At private, non-for-profit 4-year institutions,
• first-generation students were more likely to be taking remedial courses than their counterparts whose parents had more than a high school education.   At the same time, the proportions of first-generation and non-first-generation students at public 4-year and public 2-year institutions taking remedial coursework did not differ significantly,
• first-generation students were more likely than non-first-generation students to say that being very well off financially and providing their children with better opportunities than they had were very important to them personally,
• First-generation students were also more likely to say that obtaining the amount of financial aid they needed, being able to complete coursework more quickly, being able to live at home, and being able to work while attending the school were very important influences in their decision to attend their particular postsecondary institution.  

Keywords

college attendance, college students, parental influences

Abstract

This report reviews research on the relationship between educational practices and policies and the low rates of participation of women, minorities, and disabled persons in science related careers. The information presented is designed to contribute to the discussion of how schools might create conditions that will help underrepresented groups prepare for careers in science and mathematics. The report has two central messages, there is much that is not understood about the low participation rates of these groups and what is known suggests that there are alterable features of schools that appear to constrain participation. The document discussed the following issues:(1) the current status and policy concerns involved in this issue;(2) the scientific pipeline;(3) cognitive and attitudinal factors;(4) school factors;(5) societal factors;(6) intervention strategies; and(7) further research.

A list of over 200 references is appended. (CW)

Keywords

Disabilities, Educational Environment, Females, Minority Groups, Science Careers, Social Influences, Academic Achievement, Cognitive Ability, Elementary Secondary Education, Higher Education, Mathematics Education, Science Education, Student Attitudes, Student Participation

Abstract

Two case studies of men from diverse cultures, African American and Vietnamese American, illustrate the potential for underachievement among first-generation gifted students at comprehensive universities. Amplifying previous studies, this research provides an examination of attrition and highlights influences on underachievement. Conclusions suggest methods for universities to curb the problem as it relates to diverse, high-ability students. (Author)   Keywords:  Academically Gifted, *Family Characteristics, *First Generation College Students, *School Holding Power, *Student Attrition, *Underachievement, Asian Americans, Black Students, College Attendance, College Students, Dropout Research, Higher Education, Males, Student College Relationship, Vietnamese People

Abstract

This article draws from narratives, collected from 79 first-generation college (FGC) students across several different campuses, to explore the saliency of FGC student status and the various ways in which it is enacted during interactions with others. Communication theory of identity serves as the study's theoretic foundation. Multiple points of analysis capture the complex nature of identity negotiation for FGC students. Findings warrant three conclusions: (1) the salience of FGC status in their daily interactions varies considerably among students;(2) FGC status appears to be more important for individuals who also identify as co-cultural group members; and(3) FGC students appear to lack any significant sense of communal identity.

Keywords

identity, identity negotiation, first-generation college student, communication theory of identity

Abstract

This research endeavors to investigate if, among freshman first-, second-, and multi-generation student-athletes, there are differences in the perceptions of the college experience, including family support, the handling of stress, ability to manage time, and transmitted knowledge about the college experience. First-generation refers to those students who are the first in their immediate family to attend college. Second-generation refers to those who come from households where a parent (or both) and/or siblings have attended college for at least one year. Multi-generation are those who come from families where grandparents, aunts, uncles, or other relatives have gone to college. The literature shows that first-generation students face a number of obstacles other students do not face that impact their success in higher education. Student-athletes also face a number of challenges that are quite different from the non-athlete student. For example, the extra demands for time, the stigma of being an athlete, and physical exertion are stressors for student-athletes. There are issues of concern when he or she is at a large research university facing all of the expectations of simultaneously being an athlete and a student, and not having the experience of a college-educated family member to turn to for advice and guidance. A 55-item questionnaire and a series of interviews were used to learn about freshman student-athletes' perceptions on their college experience. The survey instrument was sent out to the entire population of freshman student-athletes at a NCAA Division I research university (n = 174). A total of 82 student-athletes returned the survey (47.1%). The study's findings showed no significant differences on seven scales among the generation groups observed. The student-athletes in this study responded virtually the same across the survey despite generation background, including listing similar obstacles and barriers and receiving similar amounts of positive sup (PsycINFO Database Record (c) 2004 APA, all rights reserved)

Keywords

perceptions of college experience, freshman 1st- vs 2nd- vs multi-generationstudent-athletes

Abstract

Describes the characteristics and needs of first-generation college students at Miami-Dade Community College and the applicability of an academic support program at Wolfson Campus for recruiting and retaining African-American and Hispanic students who may be the first in their families to attend college. (DMM)

Keywords

school holding power, student college relationship, student personnel services, student recruitment, two year college students, black students, college attendance, community colleges, family characteristics, Hispanic Americans, program descriptions, student characteristics, two year colleges

Abstract

This paper presents the results of eight analyses based upon data from the National Study of Student Learning (NSSL), a 3-year longitudinal research project begun in 1992 to examine the influence of academic and nonacademic experiences on student learning, student attitudes about learning, student cognitive development, and student persistence. Eighteen four-year and five two-year postsecondary institutions participated in the study, with data collected from a total of 3,840 students. The eight analyses focused on the effects of:

1. two- and four-year colleges on cognitive development;
2. historically black and predominantly white colleges on cognitive development;
3. teacher behavior on cognitive development;
4. first-generation college attendance on cognitive development and attitudes;
5. intercollegiate athletic participation on cognitive development;
6. institutional environment and students' academic and nonacademic experiences on students' development of openness to cultural and racial diversity;
7. Greek affiliation on cognitive development during the first year of college; and
8. in-class and out-of-class experiences on first-year students' critical thinking ability.

These analyses found little difference in the cognitive gains made by students attending two-year versus four-year institutions, or historically black versus predominantly white institutions. Other results are presented and discussed. (Contains 40 references.) (MDM)

Keywords

Cognitive Development, College Students, Critical Thinking, Mathematical Aptitude, Reading Comprehension, Student Development, Academic Achievement, Black Colleges, Classroom Environment, College Athletics, Colleges, Fraternities, Higher Education, Longitudinal Studies, Racial Differences, Sex Differences, Sororities, Teacher Behavior, Two Year Colleges, Universities

Abstract

Examines first-generation students' perceptions of their academic literacy skills and their performance and persistence in college. Indicates that first generation students' self-perceptions represent critical factors in the college experience, underscoring the importance of helping students forge identities as members of academic communities. (SG)

Keywords

generation gap, instructional improvement, literacy, self-concept, student attitudes, academic persistence, case studies, first generation college students, higher education, undergraduate students

Abstract

Presents citations that cover ERIC literature on transfer students and the community college from ERIC Document Reproduction Service. `Investigating self-regulated learning among first-generation community college students ,' by C. Hellman and D. Harbeck from the Journal of Applied Research in the Community College ; `Beating the odds: How the poor get to college ,' by A. Levine and J. Nidiffer.  

Keywords

community colleges, transfer students

Abstract

This study assessed those areas of the college general education curriculum that are rated as most important to entering college students and those areas of the curriculum in which students feel the most confident (i.e., in terms of their abilities). Focus was on assessing the effects of the general education requirements that were established in 1988 at the University of Louisville (Kentucky). In the summer and fall of 1992, 756 first-year college students were assessed using a 23-item questionnaire that listed skills and outcomes of general education (e.g., being able to write well). Items were rated on five-step scales of importance and confidence. Various statistics (mean scores for item ratings, correlation coefficients describing relationships among ratings, and factor analyses) were calculated. Students rated as highest in importance several items related to communication skills (effective speaking and writing). Items related to science, mathematics, and history were toward the middle. Items low in importance were those related to the arts. A similar pattern was found for confidence ratings. Mean importance ratings and mean confidence ratings were positively correlated. Separate factor analyses were done on the importance and confidence ratings; results were similar for both. Five factors accounted for about 60 percent of the variance in ratings (historical/cultural understanding, science/mathematics, arts, communication, and behavioral science). Three figures; 15 tables; and 3 forms of the attitude measure are included. (Author/RLC)

Keywords

Attitude Measures, College Curriculum, College Freshmen, Confidence Testing, Curriculum Evaluation, Educational Attitudes, General Education, Higher Education, Outcomes of Education, Rating Scales, Self Evaluation (Individuals), Student Attitudes

Abstract

This Summary of Findings examines some of the special populations that community colleges serve (including single parents, first-generation students, and students aged 40 or older), and highlights a key area of training provided by community colleges, information technology. Faces of the Future is the first national survey to include both credit and non-credit students at community colleges. This report discusses some of the preliminary findings in the areas of computer skills, student population, student growth in academic and workplace skills, and satisfaction with community colleges. Community colleges help narrow the digital divide by providing computer skills to a substantial number of students. The cost of computers for education is a major problem for 20% of students. Twenty-eight percent of the noncredit students had already attained a bachelor's degree or higher. Sixty percent of credit students responded that a major reason for taking classes at the community college was to "meet the requirements for my chosen occupation. " Twenty-nine percent of the noncredit students who were unemployed and seeking work reported public assistance as a source of funds for their education. More than half of community college students are first-generation students. Eighty-three percent of credit students responded that they are satisfied or very satisfied with their community college. (VWC)Keywords:  Community Colleges, Computer Uses in Education, Educational Technology, First Generation College Students, Information Technology, Skill Development, Student Characteristics, Student Educational Objectives, Student Needs, Student Reaction, Student Surveys, Two Year College Students, Two Year Colleges

Abstract

Students who are the first in their family to attend college are less likely to graduate compared to students with one or both parents who have baccalaureate degrees. However, surprisingly little is known about the college experiences of first-generation students. This study examined the self-reported college experiences of 1,127 first-year students at a variety of four-year colleges and universities. First-generation students tended to be less engaged and gained less from college than their counterparts with college-educated parents did. These differences were primarily due to first-generation students having lower educational aspirations and living off campus.

Keywords

first generation college students, second generation students, colleges, four year universities, academic persistence, academic achievement, attitudes

Abstract

Among 1,035 full-time college freshmen surveyed during their first week of classes, first-generation students reported stronger institutional commitments but did not differ from their peers in goal commitment, self-rated academic ability, or predispositions to academic or social integration. Contains 12 references. (Author/SV)

Keywords

academic aspiration, college freshmen, student attitudes, educational research, goal orientation, higher education, surveys

Abstract

Focuses on the efforts of the University of La Verne, California to remove social obstacles that hinder the success of Latino students. Dropout rates of first-generation college students, according to a study by the National Center for Education Statistics; Study being led by Professor Mary Prieto-Bayard to understand and remove obstacles to first-generation, minority, students; Latino students participating in Bayard's program; What the program entails.

Keywords

higher education, Hispanic Americans, college dropout prevention, University of La Verne

Abstract

In general, students attending two-year colleges are nontraditional students; i.e., first-generation, studying part-time, employed while attending college, from lower socio-economic status (SES) levels, or having poor high school achievement records. Attrition rates for first-semester two-year college students have been estimated at over 67%, with attrition highest for nonwhite students and those with low SES. Two critical phases affect the retention of first-semester students: making the transition to college and making connections in college. The first phase can be especially difficult for those students who are the first in their families to attend college, as they must often deal with changing identities, being perceived as different, leaving old friends behind, breaking family codes of unity and loyalty, and living between two worlds. Further barriers to retention can be student related (e.g., low SES, poor academic preparation, or a lack of clear goals) or institution-related (e.g., a eurocentric curriculum, lack of faculty involvement with students, or a campus climate perceived as racist or indifferent). Efforts at restructuring community colleges to increase nontraditional student retention should keep culturally diverse learners at the center of restructuring; create conditions for optimal learning, focusing on collaborative learning and infusing the curriculum with multicultural perspectives; diversify faculty and staff; and designate transfer as a high institutional priority. (KP)

Keywords

Diversity (Institutional); Minority Groups; Multicultural Education; Nontraditional Students; School Holding Power; Student Attrition; Academic Persistence; Access to Education; Community Colleges; Educational Improvement; Hispanic Americans; Transfer Students; Two Year College Students; Two Year Colleges

Abstract

The Retention area is from Texas A&M.   The Retention area is responsible for assisting in the retention and graduation of students by developing initiatives that are culturally relevant to the populations we serve.   Provides services for but not exclusive to African American, Asian American, Hispanic Native American Students.   The Retention provides an ExCEL Student Success Program that includes a summer bridge, conferences, and seminar; The Retention Advisory Council; Advising; and Tutoring.

Keywords

minority students, higher education, Texas A&M, support services, retention, persistence, diversity

Abstract

Blacks, Hispanics, and American Indians remain less likely to graduate from college than other Americans. This persistent and serious problem is solvable if concerned institutions use a comprehensive approach, implementing 10 principles in order to successfully remove race and ethnicity as factors in college completion. The principles listed are supported by a 3-year national study of 10 predominantly white colleges and universities that have achieved success in graduating minority students over 10 or more years. The 10 principles are as follows: announce your priorities (the goal of eliminating racial and ethnic disparities); back your priorities (spend money to recruit, retain, and graduate minority students); employ minority leaders (to send a clear message about the value of cultural diversity); track your progress; provide comprehensive support services; emphasize quality (with plenty of diversity); reach out to community schools, agencies, and businesses (a community-wide effort can raise minority students' aspirations and academic preparation); bridge the educational gaps (with such bridge programs as extended classes covering required material, tutoring, learning laboratories, collaborative study groups, and intrusive advising); reward good teaching and diversify the faculty (cultivating minority professors by mentoring graduate students or junior faculty members); and construct a nonthreatening social environment (with no incidents of racism). Eight references are included. (SM)

Keywords

academic persistence, access to education, college graduates, educational attainment, graduation, minority groups, American Indians, blacks, college students, educational quality, equal education, excellence in education, higher education, Hispanic Americans, racial discrimination

Abstract

Draws from in-depth interviews with 107 African-American, Hispanic, and Native American baccalaureate recipients regarding personal, educational, and societal influences on their decisions to persist in school and graduate. Highlights characteristics common to graduates, the problem of low teacher expectations, and strategies for successful minority student retention. (DMM)

Keywords

academic persistence, college graduates, family characteristics, minority groups, school holding power, student college relationships, American Indians, Black students, educational attainment, higher education, Hispanic Americans, interviews, student characteristics, teacher expectations of students

Abstract

Mastering mathematics has become more important than ever in the United States.   Students with a strong grasp of mathematics have an advantage in academics and in the job market.   The eighth grade is a critical point in mathematics education.   Achievement at that stage clears that way for students to take rigorous high school mathematics and science courses which are the keys to college entrance and success in the labor force.   This report highlights the key findings that(1) students who take rigorous mathematics and science courses are much more likely to go to college than those who do not,(2) algebra is the gateway to advanced mathematics and science in hgi school, yet most students do not take it in middle school,(3) taking rigorous mathematics and science courses in high school appears to be especially important for low-income students,(4) despite the importance of low-income students taking rigorous mathematics and science courses, these students are less likely to take them;(5) mathematics achievement depends on the courses a student takes, not the type of school the student attends,(6) students whose parents are involved in their school work are more likely to take challenging mathematics courses early in their academic careers,(7) results of the Third Mathematics and Science Study (TIMSS) reveal that the middle school mathematics curriculum maybe the weak link in the education system in the United States.  The next steps that can be taken by educators, policy makers, community members, and parents are also listed.   Contains 15 references.   (Author/ASK)

Keywords

algebra, attendance, college preparation, equal education, government publications, grade 8, grade 9, mathematics achievement, mathematics curriculum, mathematics education, parent participation, science education, secondary education, socioeconomic status, student attitudes

Abstract

Focuses on the factors which affect community college students in the US Information on the Book “Giants among Us:  First-Generation College Graduates who Lead Activist Lives’; Role of Community College educators in the lives of students.

Keywords

community college students, community colleges, Giants among Us

Abstract

Students who are the first in their extended families to attend college and then go on to lead lives of activism are the beneficiaries of a blend of large gestures of support and small acts of kindness.   The author reports on research she conducted into the factors that result in lives of achievement among activist first-generation college graduates.

Keywords

first generation college students, universities, academic persistence, academic achievement, college students, universities, support system

Abstract

Reviews the book "Catholic Schools and the Common Good," by Anthony S. Bryk, Valerie E. Lee and Peter B. Holland.

Keywords

book reviews, catholic schools, nonfiction

Abstract

This report describes the 1994 postsecondary education assistance patterns, job experiences, lifestyles, and values of the eighth grade class of 1988. The data from the report are from the 1994 Third Follow-up of the National Education Longitudinal Study of 1988 which collected information on postsecondary education participation, employment, earnings, family formation, and other activities and experiences relevant to individuals as they are about to enter their adult lives. The first section of this report is an essay that examines the postsecondary education access and choice of the 1988 eighth grade cohort. Access to postsecondary education is defined in terms of factors related to enrollment into a postsecondary institution. Access and choice are examined differentially by sex, race, socioeconomic status, and tested achievement; special attention is given to outcomes for students who scored in the highest quartile of the 1992 math and reading test composite. The second part of the report consists of sets of tables which present other information about the education, jobs, and life experiences of the 1988 eighth grade cohort. The tables are organized into four sections which provide data on: postsecondary education expectations and experiences, labor force participation, family and financial circumstances and values, other activities, and civic participation. These data are then reported separately for young people with different types of high school experiences and backgrounds. Findings indicate that nearly 63% of the subjects were attending or had attended some type of postsecondary education by 1994. Almost three-fourths of 1988 eighth graders who enrolled in four-year institutions attended them in their home state, and most were enrolled full-time. More women and Asians than other groups reported they expected to obtain a Bachelor's or higher degree. There were no significant differences by sex or race/ethnicity in the access and choice variables for these subjects who scored in the highest quartile in the 1992 achievement test. Socioeconomic status affected expectations of degree attainment. Two appendices, containing technical notes and a glossary, are included. (JPB)

Keywords

access to education, college choice, educational attainment, enrollment, enrollment influences, student educational objectives, student educational objectives, academic aspiration, academic persistence, educational experience, high achievement, higher education, job placement, outcomes of education, statistical data, student placement, student employment, tables (data)

Abstract

The college discovery prefreshman summer program at New York’s Brox Community College is a 6-week summer bridge program providing minority and low-income students with career counseling, study skills, and intensive instruction in English, reading, and mathematics.   To determine the effects of the program on participants’ academic, personal, and social development, a study was undertaken of the 52 students enrolled in the 1993 (CDPSP).   Academic outcomes were tracked through the students’ first 2 semesters and questionnaires were mailed in February 1994 to gather data on records and survey responses received from 44 students indicated the following: (1) participants were 65% females, 48% African American, 44% Hispanic, and 8% Asian, (2) with respect to fulfillment of participants’ academic and non-academic goals, African American gave the highest and Asians gave the owes ratings. (3) with respect to the preparation received from the CDPSP participants gave classroom preparation a mean rating of 2.2 out of 3, while attitudinal preparation received a mean rating of 2.3, (4) during the CDPSP, participants’ mean grade point average was 2.64 while for fall 1993-1994 it fell slightly to 2.3 and for spring 1994 it rose to 2.37, and (5) 93% of the CDPSP students persisted into their third semester.   Data tables are appended. (TGI)

Keywords

academic achievement, academic persistence, community colleges, educational counseling, high risk students, minority groups, outcomes of education, participant satisfaction, program effectiveness, remedial programs, school holding power, school orientation, special needs students, student adjustment, student attitudes, student development, summer programs, two year colleges, two year college students

Abstract

Deals with the obstacles facing Hispanics in higher education in the United States as of November 2003. Growth of Hispanic population in the country; Estimate on the number of Hispanic college students in the country; Efforts of colleges to find the right ways to help Hispanic students; Number of colleges that have been designated as Hispanic-serving institutions by the federal government; Commitment of U.S. President George W. Bush to helping Hispanic students. INSET: The Label 'Hispanic' Irks Some, but Also Unites.

Keywords

college students, higher education, higher education and state, Hispanic American college students, Hispanic American, United States

Abstract

To ensure the success of President Bush's education initiative "No Child Left Behind," high quality postsecondary educational opportunities must be available to all students. In keeping with this goal, the Federal TRIO Programs provide outreach and support programs to assist low-income, first-generation college students in progressing through the academic pipeline from middle school to postbaccalaureate programs. The TRIO Program prepares low-income, first-generation college students and individuals from groups that are underrepresented in graduate education for doctoral studies through involvement in research and other scholarly activities. In addition, this report compares McNair participants with a national sample of students with similar characteristics from the "Baccalaureate and Beyond Longitudinal Study" conducted by the National Center for Education Statistics. This report is the third in a series of reports that present a national profile of the McNair Program. The previous reports, "A Profile of the Ronald E. McNair Postbaccalaureate Achievement Program: 1998-99" and "A Profile of the Ronald E. McNair Postbaccalaureate Achievement Program: 1999-2000" are available from the Department. Individual project reports, published separately, summarize specific information submitted by each McNair project and provide aggregate information on other McNair projects in the same federal region, and the nation. The performance reports, submitted annually by McNair projects, served as the primary data source for both the individual project reports and the national profile. Appended are: (1) Other Related References; (2) Region of McNair Grantee Institutions; (3) Response Rates and Data Issues; and (4) Persistence Rate Documentation. A glossary is also included. (Contains 34 tables and 6 figures.)

Keywords

Doctoral Degrees; Federal Legislation; Profiles; College Students; Graduate Study; Educational Opportunities; Academic Achievement;

Abstract

This document is a report on the 2000 Cooperative Institutional Research Program (CIRP) survey results from first-time, full-time students at Mt. San Antonio College (SAC) (California). The survey gathered data on student demographics, background experiences, college expectations, attitudes, and opinions. It was administered to 1,000 students, 867 of whom (87%) responded. Out of these respondents, 353 were classified as first-time, full-time students. Results include: (1) 73% of first-time, full-time students indicated SAC was their first college of choice; (2) 52% were first-generation college students; (3) 38% were English-as-a-second-language learners; (4) 72% were concerned with financing their education; and (5) 47% expected to obtain a bachelor's degree after attending SAC. Most respondents indicated that they chose to attend the college based on its academic reputation, low tuition, and placement of graduates. An interesting survey finding indicated that only 31% of the first-time, full-time respondents expected to be satisfied with their college experience at SAC. Overall, the survey findings could be utilized to help improve college services and programs in order to better meet student needs. The report includes tables that compare 2000 SAC CIRP findings with 1999 SAC results, along with 1999 and 2000 CIRP national norms for two-year public colleges. (MKF)

Keywords

College Role; Community Colleges; Educational Assessment; Enrollment; Minority Groups; Outcomes of Education; Student Attitudes; Student Educational Objectives; Student Surveys; Two Year Colleges;

Abstract

Surveyed Hispanic college freshmen regarding their attitudes toward educational uses of the Internet and their uses of computer technology. Found significant differences between males and females and students with English versus Spanish primarily spoken in the home, but not between first- and non-first-generation students. (EV)\

Keywords

college freshmen, Hispanic American students, internet, student attitudes, computers, higher education, sex differences, Spanish speaking, student surveys

Abstract

Proposes a network-analytic framework for understanding the socialization and schooling experiences of working-class racial minority youth in the United States. Role of `significant others'; Concepts of social capital and institutional support; Factors affecting individual's motivation, educational and occupational aspirations and life goals.

Keywords

education, socialization, youth

Abstract

The purpose of this study was to determine the effectiveness of various activities designed to retain dropout-prone college students at Southwest Missouri State College through the use of experimental grouping and the development of counseling and guidance activities for these students. One hundred forty potential dropouts were selected from the 1968 entering freshman class and half were placed in sample groups and half in control groups. Assigned to special residence halls, the sample groups were provided with graduate research assistants responsible for conducting certain activities and providing special services designed to prevent college withdrawal. The activities and services included academic advisement and tutoring, personal guidance and counseling, and social and economic assistance when necessary. Activities were conducted on an individual and group basis. After one year, the results indicated a significantly higher (beyond 95% confidence) rate of retention for the sample students as compared to their control counterparts. Grade point averages for the sample students were also substantially higher, although not statistically significant. It is recommended that the program be combined with the counselor preparation program and enlarged to include all freshmen. (DS) Keywords:  Dropout Prevention; Higher Education; Programs; Student College Relationship; Student Personnel Services; Counseling Services; Extracurricular Activities; Grade Point Average; Tutoring

Abstract

This manuscript presents a framework for teaching diverse college students who are studying to become teachers. On the basis of learning-style preference, the authors identify a model in which one of either of the two prototype reliable and valid instruments could be designed for multicultural students at the pre-collegiate and post-secondary levels. Based on earlier research cited by the authors, the essay reports the results of experimental studies as a potential model, in which undergraduates were randomly selected from a total population of first-time, full-time freshmen and transfer students. Many of these students could be “knowledge management oriented” teachers for the nation's growing multicultural schools. [ABSTRACT FROM AUTHOR]

Keywords

college students, college teaching

Abstract

Identifies relationships among five indices of academic and social integration and success and mastery orientation in that environment. Emergence of significant differences among Asian American, Hispanic and White students for most of student variables; Linkages between academic and social integration and student outcomes across ethnic groups.

Keywords

academic achievement, cross-cultural studies, social integration, student adjustment

Abstract

This digest discusses the challenges facing first-generation students, and offers strategies for helping them to transfer to four-year institutions. A first-generation community college student attends a community college, and his or her parents have not obtained a college degree. Large waves of immigration have affected community colleges; many of these incoming students who enter the higher education system experience difficult cultural transitions. Upward mobility is the primary goal of most of these full-time first-generation college students. Academic and social challenges are often compounded for first-generation students because of family resistance to cultural and academic acclimation, which alienates these students from family support and financial resources. The struggle for first-generation students to transfer is intensified by the prevalence of poor academic preparation and low socioeconomic levels. First-generation students are often placed in vocational, technical, and/or remedial programs that impede their progress toward transfer. To increase the overall rate of transfer, enhanced counseling and advising services, as well as faculty advising, have been effective. At one college, enrollment of first generation students in Coordinated Studies Programs is also helpful in facilitating transfer. Clarification of current articulation agreements can ease the movement from two- to four-year colleges. As high-risk students, first-generation community college students require special attention, with strategies to work with that will facilitate transfer. Contains 15 references. (AS)

Keywords

College Transfer Students; Community Colleges; Cultural Differences; Degrees (Academic); Student Mobility; Two Year College Students; Articulation (Education); Higher Education; Immigration; Intervention; Job Placement; Learning Strategies; Prior Learning; Student Needs

Abstract

SAAS is an academic support program within University of California at Irvine Division of Undergraduate Education. The program receives funding from the University and from the Federal TRIO program. The purpose of SAAS is to increase the retention and graduation rates of first-generation college students, low-income students, and students with disabilities.   SAAS offers a comprehensive program for eligible students from their freshman year through graduation. The key features include: one-to-one counseling, academic advising, student success classes and workshops, Summer Bridge, peer advising, new student programming, graduate studies preparation, and graduate exam reviews. SAAS also helps program participants to obtain needed services from other campus departments.   UCI undergraduate students who are either first-generation college students (neither parent has completed a baccalaureate degree), or low-income (there is a scale based upon the number of dependents in the family), or disabled (includes both physical and learning disabilities) are eligible for SAAS.

Keywords

first-generation students, low-income students, higher education, persistence, adivising, financial aid, summer bridge programs.

Abstract

The Student Success Program is disgned to improve student success for Hispanic and first-generation college students.   Students must attend Central Arizona College.   Services include a summer bridge program, peer mentors, and English as a second language instruction assistance.

Keywords

Hispanic American students, first-generation students, English as a second language, migrant families, financial needs, students with special needs, minority students, Central Arizona College

Abstract

The student support service program is a TRIO program.   The mission of Project Success is to work in partnership with students to achieve academic success, improve student retention, and promote personal growth.   Through a wide range of academic and personal support activities, Project Success helps students accomplish goals and make the most of their college experience.   Students are assisted in• determining their strengths and limitations,• assessing their interests, and planning a systematic program of educational,• social, and personal development.

Keywords

first-generation college students, higher education, Illinois Valley Community College, personal development, attitudes

Abstract

A national survey of 84 American Indian undergraduate and graduate social work students revealed three factors contributing to low retention rates: difficulties in acculturation; problems associated with being a nontraditional student; and absence of faculty support. Suggestions for improving retention include establishing support groups, providing programs helpful to nontraditional students, and offering faculty or peer mentoring. (KS)

Keywords

American Indians; College Students; Higher Education; Nontraditional Students; School Holding Power; Student Attitudes; Academic Persistence; Access to Education; Acculturation; College Faculty; Cultural Differences; Social Work

Abstract

This study, part of the longitudinal national Study of Student Learning, investigated the precollege characteristics and college experiences of 825 first-generation college students compared to those of 1,860 traditional students at 23 diverse institutions nationwide. First-year gains in students' reading, math, and critical thinking abilities were also compared for the two student groups. Compared to traditional students, findings indicated that first-generation students were more likely to: come from low income families; be Hispanic; have weaker reading, math, and critical thinking skills; have lower degree aspirations; and have less involvement with peers and teachers in high school. First-generation students also had the following characteristics: they have more dependent children, expected to take longer to complete their degree programs, had received less encouragement from their parents to attend college, tended to take fewer courses in the traditional fields and more courses in technical and preprofessional courses, spent fewer hours studying and more hours working, and were less likely to perceive faculty members as concerned with student development and teaching. Although traditional students made greater net gains in reading during their first-year, the two groups gained to about the same degree in math and critical thinking skills. (Contains 41 references and 3 tables.) (SW)

Keywords

Cognitive Ability; Institutional Research; Nontraditional Students; Student Characteristics; Student College Relationship; College Students; Critical Thinking; Higher Education; Longitudinal Studies; Mathematics Skills; Reading Skills; Student Development; Student Experience

Abstract

Examines the relationship between the educational and employment status of Mexican American youths and the proportionate size of the Mexican American population in the metropolitan statistical areas (MSAs) in which they reside using the 1990 census data. Status of Mexican American youths; Minority size; Descriptive profiles.

Keywords

Mexican American, Mexican American youth, employment

Abstract

This paper, the third in a series of Research Informing Practice Short Papers commissioned by the National TRIO Clearinghouse, reviews some of the recent literature related to student retention in higher education, with particular emphasis on factors affecting students from low income and first generation backgrounds.   According to the paper, this emphasis was chosen for two reasons.   First, because students from first generation and low income backgrounds are mong the least likely to be retained through degree completion, instutional retention efforts must take the needs of such students into account if more equitable educational attainment rates are desired.   Second, strategies that work for first generation and low income students are likely to be successful for the general student population, as well.   By contrast, strategies that are designed for general campus, populations without taking into account the special circumstances and characteristics of first generation and low income students will not often be successful for the latter.   After describing theoretical models of retention, special characterisitics of these students, and retention efforts addressing them, the paper concludes by recommending promising strategies for implementation by Student Support Services programs, McNair programs, and other programs addressing the needs of these students.   It suggests that structure first-year and learning community programs respond in practical ways to established retention theory and toe the specific needs and characteristics of students from low income and first generation backgrounds.   (Contains 38 references.) (EV)

Keywords

academic persistence, college attendance, college students, higher education, low income groups, school holding power, withdrawal (education)

Abstract

This paper examines the diverse group of students in the Ronald E. McNair Postbaccalaureate Achievement Program at the New Brunswick/Piscataway campuses of Rutgers, the State University of New Jersey. This program identifies, recruits, prepares, and assists academically talented, first-generation, low-income, and traditionally underrepresented minority college students (sophomores, juniors, or seniors) and encourages them to enter programs that lead to doctoral degrees. Students are given intensive preparation for graduate school, including mentoring relationships with outstanding faculty, long-term research internships, continuous advisement, preparation for the Graduate Record Examination, acclimation to graduate school life and the academic department environment, and assistance with graduate school admissions. Four program goals are noted: improving academic performance, providing opportunities for research and scholarship, improving the likelihood of admission to graduate school, and preparing students for success in graduate/doctoral programs. The report finds that the program has been extraordinarily successful: of the first cohort of 16 students graduating in May 1993, 14 were admitted to graduate school. In the second cohort, which graduated in May 1994, 10 of 11 graduates were admitted to graduate school. Mentor and research internship assignments are appended. (SM)

Keywords

Academic Achievement; Access to Education; College Admission; Diversity (Student); Doctoral Degrees; First Generation College Students; Graduate Study; Higher Education; Low Income Groups; Mentors; Minority Groups; Program Evaluation; Student Improvement; Student Recruitment; Student Research;

Abstract

This study examines how well cognitive and psychosocial variables predict academic performance for first-generation students and students from low-income families (n=54; men=18; women=36) who enrolled in the Student Support Services (SSS) at a midwestern public university. A step-wise multiple regression, two cognitive variables (composite American College Test scores and high school class percentile rank), and eight psychosocial variables measured by Tracey and Sedlacek's (1984) non-cognitive questionnaire were used to predict students' Grade-Point-Average (GPA) and academic progress in their freshman year. High school rank and successful leadership experience were found to be the most effective predictors. Other psychosocial variables were also significant indicators of their academic success. The findings imply that psychosocial variables, combined with high school rank, may need further consideration during the selection and student retention process.

Keywords

academic achievement, college freshmen, predictor variables, school holding power, higher education, leadership, self evaluation, grade point average

Abstract

Social and environmental factors, unique to many first-generation college students and other at-risk youth, complicate the job of college advising. This study provides program design, and teaching topics and techniques to further sensitize advisors to social, emotional, and cultural factors that impact their work.

Keywords

High Risk Students; Program Design; Cultural Influences; First Generation College Students; Cognitive Style; Faculty Advisers; Academic Advising;

Abstract

The TRIO Dissemination Partnership Program provides grants to enable TRIO projects to work with other institutions and agencies, that are serving low-income, first-generation college students but that do not have TRIO grants, in replicating or adapting successful TRIO program components, practices, strategies, and activities at their institutions and agencies.

Keywords

TRIO programs, grants, federal assistance, low-income students, first-generation students, higher education

Abstract

Presents the National Center for Education Statistics' report 'The Condition of Education 2001,' about educational trends in the United States. Improvements in school performance since 1971; College experiences of first-generation students; Federal government's role in education.

Keywords

education, first-generation students, federal government, performance, higher education

Abstract

Research indicates that students whose parents did not attend college are more likely than their non first-generation counterparts to be less academically prepared for college, to have less knowledge of how to apply for college and for financial assistance, and to have more difficulty in acclimating themselves to college once they enroll.   They are also more at risk for not completing a degree because they are more likely to delay enrollment after high school, to enroll in postsecondary education part-time, and to work full-time while enrolled.   Targeted intervention efforts that reach out to first-generation students both before and during college can help mitigate the differences between first-generation and non first-generation students and can help colleges reach their goal of recruiting and retaining all students.

Keywords

literature review, first-generation college, higher education, minority students

Abstract

The Undergraduate Success Program is dedicated to supporting students who have graduated from the University of Southern California’s Neighborhood Academic Initiative program and have been admitted to the university with a nine-semester scholarship.

Keywords

University of Southern California, higher education, community colleges, 4-year institution, first-generation college students,

Abstract

Describes the population demographics for Texas.

Keywords

US Census Data, 2000, maps and demographics, minorities, Texas demographics

Abstract

Focuses on indicators that present data on numerous aspects of the condition and progress of education in the United States, including academic, social, and economic outcomes; enrollments and participation at all levels; and the quality of educational environments. Recurrent themes underscored by the indicators are academic excellence, equity of access, and new challenges to education. (Author/SLD)  

Keywords

elementary secondary education, enrollment projections, higher education, school statistics, degrees, education finance, enrollment trends, expenditures, high school graduates, population trends, prediction, predictive measurement, private schools, public schools, research methodology, tables (data), teachers, trend analysis

Abstract

Focused on how the high school preparation of first-generation students (i.e., students whose parents did not attend college) related to these students' performance and persistence at 4-year colleges. Compared these students with their peers whose parents graduated from college. Parents' levels of education were associated with student retention and persistence in college. (Author/SLD)

Keywords

academic persistence, college preparation, first generation college students, parent background, academic achievement, college students, course selections (students), educational attainment, high schools  

Abstract

"The Condition of Education" summarizes important developments and trends in U.S. education using the latest available data. The 2001 edition had a special focus essay on the access, persistence, and success of first-generation students (students whose parents did not attend college). To make the essay available to audiences interested in how academic preparation in high school can increase postsecondary education opportunities, the essay is reprinted in this document. The essay summarizes findings of a recent series of National Center for Education Statistics studies about the experiences of high school graduates and postsecondary students whose parents did not attend college. Data are from the National Education Longitudinal Study, the beginning Postsecondary Students Longitudinal Study, and the Baccalaureate and Beyond Longitudinal Study. These studies show that such students are at a distinct disadvantaged when it comes to accessing postsecondary education, and those who overcome barriers and enroll in postsecondary education remain at a disadvantage with respect to staying enrolled and attaining degrees, even when there is control for other factors. Rigorous high school course-taking mitigates, but does not completely close, the gaps in access and persistence. For students who do earn a degree, labor market outcomes in the short term are similar regardless of their parents' education. (Contains 11 figures, 8 tables, and 14 references.) (SLD)

Keywords

academic persistence, college students, educational attainment, parent background, academic achievement, college preparation, course selection (students), curriculum, high school students, high schools, higher education

Abstract

Information about Texas Tech University from 2001.

Keywords

Abstract

Information about Texas Tech University from 2005.

Keywords

Texas Tech, university, BIG 12

Abstract

Focuses on indicators of the condition and progress of education in the United States, including student participation, persistence, and performance and societal support for learning. Also includes this year's special analyses of private schools and nontraditional undergraduates. (SLD)

Keywords

educational indicators, elementary secondary education, nontraditional education, private schools, undergraduate students, academic achievement, educational attainment, public schools

Abstract

This testimony discusses the role that individual student grants play in reducing the dropout rate of minority college students, and presents the results of research on the effects of grants and loans on college attendance. Conclusions are based on the High School and Beyond longitudinal study, which followed representative 1980 high school graduates and their families through 1986. It is maintained that, on average, the provision of an additional $1,000 grant in a given semester would lower the probability of an African-American or Hispanic student dropping out of school in that semester by 7 and 8 percent, respectively. The same increase in loan aid, however, would not influence their likelihood of dropping out. These results are significant because federal student aid programs since 1980 have allocated more money to student loans than to grants, a reversal of previous policies prevalent during the 1960s and 1970s. Other factors, such as family income, parent educational attainment, student test scores, and good high school grades, were also reliable predictors of college attendance and persistence. (MDM)

Keywords

Abstract

To examine the effects of grants and loans on the probability of students’ staying in college or dropping out, we analyzed two databases:  (1) High School and Beyond, a national survey of students begun in 1980, and (2) financial aid data from a large public university.   The two databases included different information, but they both contained year-by-year totals for grants and loans each student received, tuition the student paid, and background information on the student.   In addition, we could determine the number of years a student remained in school and if and when that student dropped out.   We used duration analysis to determine the factors affecting the probability of staying in college or dropping out.   To help understand the reasoning and decision-making behind our statistical results, we conducted discussion panels with financial aid directors and interviews with students at selected schools.   Our analysis covered only students in 4-year undergraduate programs; we did not include community college, proprietary schools, or graduate or professional programs.   

Keywords

higher education, student aid, universities, minority students, first generation college students, graduation

Abstract

Presents results of a study of relationships between parents' education levels and the level their children's placement in a mathematics tracking system. Reports that college-educated parents are more involved and likely to intervene in their children's placement and decisions. Concludes that parent involvement at critical decision points helps to transmit educational advantage between generations. (DK)

Keywords

ability grouping, educational opportunities, mathematics instruction, parent education, parent participation, track system (education), educational research, middle schools, parent attitudes, parent school relationship, secondary education, student placement

Abstract

The effectiveness of formal mentoring programs for high-risk undergraduate students was examined.   Formal mentoring is defined as a deliberate matching of university personnel with high-risk students, a group which may include people of color, women, low-income persons, the physically challenged, and first-generation college students.   Formal mentoring has evolved to promote students’ emotional, environmental, and academic acculturation into the college environment.   In this study interviews were conducted with 20 students who had been involved with student support services, Veterans Upward Bound, and the educational opportunity center at a southern, comprehensive, four-year, regional university.   The study notes that students reported they felt an obligation to continue their education as a result of the deep commitment of support personnel and the benefits of counseling, tutoring, and institutional guidance, and found that formal mentoring appeared to positively affect student participation, retention, and success in college.   Little support was found to substantiate matching mentors and mentees by race or gender.   Although traditional mentoring is conceived of as a one-on-one experience, the high-risk students benefited from all components of mentoring provided by a network of mentors.   (Contains 17 references.) (SW).  

Keywords

college environment, counseling services, helping relationship, high risk students, higher education, mentors, nontraditional students, school counseling, school guidance, school holding power, student adjustment, student college relationship, student personnel services, tutoring, undergraduate students, undergraduate study, ASHE Annual Meeting, educational opportunity centers, student support services, Veterans Upward Bound

Abstract

In this paper we present four case studies of adult women from working class backgrounds who attended Hillside College (a pseudonym for one of the “seven-sister” colleges) during the early 1990s. Although research on women has led, over the past few decades, to a more complex picture of the contexts in which women develop their identities, one important context that has been under explored is social class. Drawing on data from three lengthy interviews with each of our four participants, our purpose was to explore the identity concerns of adult women from working class backgrounds in their experience getting to and attending Hillside College, which has historically been home to the middle and upper social classes. Implications for college retention are discussed.

Keywords

identity; social class; college; women

Abstract

Students were also asked whether specific cost-related, location-related, and reputation/other-related reasons were very important, somewhat important, or not very important to them in their decision to attend a particular institution.   As with the professional and personal measures, for each reasons, students were considered to have a positive response if they cited the specific reason as very important.   Cost-related reasons include obtained financial aid needed:  other living costs were less; tuition and other expenses were less; and could finish in a shorter length of time.   Location-related reasons include could go to school and work; could live at home; school was close to home; and school was far away from home.   Finally, reputation/other-related reasons include that the school had a good reputation, in general; that it had a good reputation for placing graduates; that the student had a better chance to get a job at school; and that the school offered courses that students wanted.   

Keywords

Abstract

Examined basic knowledge about college that first-generation (n=58) and second-generation (n=142) college students possess, and assessed their parents' support in passing this knowledge on to them. Found second-generation perceived more support from their families for attending college than did first-generation students. (ABL)

Keywords

college students, immigrants, knowledge level, acculturation, higher education

Abstract

Low college admission and retention rates among blacks have contributed significantly to black underrepresentation in leadership and decision making roles in today's highly technological society. To a large extent, admission and retention problems stem from cultural differences, which cause blacks to perceive hostility in predominantly white college campuses. In a society where the values of the white majority dominate, blacks must conform in order to succeed; however, conformity may require sacrificing one's own values, and lead to feelings of frustration and self worthlessness. On the other hand, to maintain feelings of self worth, blacks may have to adopt behaviors that will hamper their success in the dominant society. In higher education, the fact that white culture emphasizes intellectualism and the scientific disciplines, while blacks are predisposed toward the humanities, works against blacks' success in science and other technical fields that the present society values. In order to increase black participation in these areas, colleges must focus on(1) selecting black students who can adjust to the college's social system,(2) developing goal oriented behaviors among blacks that stress scientific and intellectual pursuits,(3) emphasizing that minority and dominant value systems can coexist,(4) providing social and psychological support for blacks, and(5) allowing for differences in students' learning styles. (MJL)  

Keywords

Black Students, College Admission, Cultural Differences, Cultural Influences, School Holding Power, Science Careers, Black Achievement, Higher Education, Majority Attitudes, School Counseling, School Policy, Student Characteristics, Student Recruitment, Whites

Abstract

Studies the ethnicity, grade point average and retention characteristics of first-generation students attending a medium-sized state university. Main hypotheses of the study; Ethnic composition of all groups; Unique challenges faced by first-generation students in attaining a degree.

Keywords

ability, college students, parents, education, psychological aspects

Abstract

Adult first-generation students, like younger first-generation students, must confront cultural issues, but unlike their younger cohorts, these adults have established independent lives, which complicates their transition to college life.  

Keywords

adult students, first-generation, higher education, minority students

Abstract

Focusing on the cultural issues facing students who are the first in their families to attend college, this volume addresses the difficulties in bridging the two worlds of college and home and describes campus programs to help students overcome cultural barriers. The issue contains the following chapters:(1) "Transformations: Cultural Challenges Faced by First-Generation Students," by Howard B. London;(2) "Discordant Voices in the Urban Community College," by Lois Weis, discussing conflicts between students of different races, between middle-class faculty and poor students, and between male and female students;(3) "Helping First-Generation Minority Students Achieve Degrees," by Richard C. Richardson, Jr., and Elizabeth Fisk Skinner, offering ideas on optimizing first-generation minority students' education;(4) "First-Generation Adult Students: In Search of Safe Havens," by L. Steven Zwerling, highlighting the unique problems faced by adult first-generation students;(5) "From the Barrio to the Academy: Revelations of a Mexican American "Scholarship Girl," by Laura I. Rendon, giving a personal account of a Mexican-American first-generation student;(6) "Reflections: Bridging Cultures," by Julia Lara, describing a Latina student's attempts to negotiate the gulf between her traditional Dominican culture and modern American society;(7) "The Challenge of First-Generation College Students: A Miami-Dade Perspective," by Eduardo J. Padron, discussing programs at the nation's largest two-year college;(8) "Transforming Educational Dreams into Educational Reality," by John Chaffee, discussing LaGuardia Community College's efforts for diversification;(9) "Tribal Colleges: A Success Story," by Wayne J. Stein, discussing special programs at 24 tribally controlled two-year colleges; and(10) "Issues of Curriculum and Community for First-Generation Asian Americans in College," by Peter Nien-chu Kiang. (MAB)

Keywords