First-generation Students Research Articles

No Experience Required: Inclusive Undergraduate Research in Computational Biophysical Chemistry

ABSTRACT Undergraduate research is a key tool for recruitment and, more importantly, retention of science, technology, engineering, and math students. Unfortunately, many students are not aware of or do not take advantage of these opportunities and, at best, often wait until late in their college careers. For my undergraduate computational biophysical chemistry research lab I have established a no-experience-required policy that allows me to recruit and mentor more research students. It also allows me to be more inclusive and expand the pool of students who have access to research. This also results in a more diverse research group, which is particularly important at a primarily undergraduate institution that has a diverse population with a high percentage of first-generation students. Here, I lay out the procedures I use to recruit and train students of all levels for my research lab, as well as the research products produced by students and myself.

Academic buoyancy and fear of failure differences among university students: Null findings

Academic buoyancy refers to a student's adaptive response for dealing with academic-related setbacks and challenges that are typical in the ordinary course of school life. Fear of failure, known also as fear avoidance, is the tendency for students to be uncertain about their ability to avoid failures and achieve success. Both constructs have been associated with students' academic outcomes. Herein, we examine whether there were differences in these constructs associated either with students' time in the academic setting (i.e., first generation student or graduate level student) or type of challenges experienced (i.e., as a student of color or primary language other than English). Specifically, in using online surveys, we investigated the relation between academic buoyancy and fear of failure among university students (N = 122) from a public university in the southwestern United States. Supporting earlier research, when examining the association between academic buoyancy and fear of failure across all participating students, we found academic buoyancy was negatively related to fear of failure. When examining whether there were differences in academic buoyancy or fear of failure across either student experience (i.e., degree level or first-generation student status) or types of challenges related to being a student whose primary language is a language other than English or being a student of color, we found insufficient evidence of differences. This suggests that regardless of college-generational status, degree level, primary language, and racial/ethnic backgrounds, students reported similar levels of academic buoyancy and fear of failure. Findings extend the limited literature on academic buoyancy and fear of failure in higher education.

Professional Identity in Speech-Language Pathology Students

Purpose: Professional identity (PI) serves to aid preprofessionals by contributing to a sense of purpose as students pursue their academic requirements. The importance of PI has been explored across other allied health fields including nursing, social work, and medicine. However, this topic has not been thoroughly investigated in communication sciences and disorders (CSD), and there is limited information on perceptions of PI among CSD students. Method: The current study is a secondary analysis of existing data. An adapted version of the PI Five-Factor Scale was administered via an anonymous online survey. Student participants self-reported perceptions of PI and perceived program support. Differences on the factors were tested using t tests and analysis of variance to explore differences between groups. Results: Significant differences were found between monolingual and multilingual students, with monolingual English-speaking students reporting higher perceptions of PI. There were no significant differences in PI between genders, racial groups, or first-generation students versus students of parents with varying educational backgrounds. Participant responses skewed toward a positive PI. Similar results were found for participants' perceptions of program support for PI across the five factors. Conclusions: PI has been extensively explored in allied health fields, but the topic has not been explored in speech-language pathology. Study findings can be used to help better serve students, particularly those from underrepresented groups. These data can support the recruitment and retention of culturally and linguistically diverse students with goals to increase the diversity of the pipeline of future professionals.

Perceived social support and sense of belonging: The mediating role of academic anxiety among first-generation students at a South African university

This study investigated the role of academic anxiety in the relationship between perceived social support and a sense of belonging of first-generation university students. The sample consisted of 240 undergraduate first-generation students (FGS) at a South African university (female = 72.5%; mean age = 28.14 years, SD = 5.10 years). They completed surveys on perceived social (friendship and family) support, academic anxiety, and sense of belonging. Simple linear regression analysis results showed perceived family support to significantly predict sense of belonging. Additionally, simple mediation analysis results showed that academic anxiety significantly mediated the relationship between perceived friendship support and sense of belonging, for higher sense of belonging. Moreover, academic anxiety significantly mediated the relationship between perceived family support and sense of belonging, to be stronger. These findings suggest that friendship and family support resources foster a sense of belonging among FGS, which may reduce their academic anxiety. Developing FGS’s sense of belonging is essential for positive mental health and academic success.

Equity in hybrid microeconomics classes: Effects on diverse student groups

The Covid-19 pandemic created a sudden increased uptake of online teaching, and though the end of the pandemic signaled a shift back to more in-person learning, many schools have used the existing infrastructure to expand their offerings of online and hybrid courses. While previous studies have identified the impact of online teaching on student score, little work has been done on the heterogenous impact that online and hybrid teaching can have, particularly for underrepresented groups of students. I utilize a randomized control trial in an introductory microeconomics course to test whether there are any differences in quiz score with a lecture delivered online as compared to in-person, mimicking a hybrid class environment. I find that when students watch a lecture online, they score 5 percentage points lower on average than attending a lecture in-person. This estimate is based on an intent-to-treat study design and estimates within-individual effects. I also assess heterogeneous effects across various demographic variables, including gender, race, and First-Generation status, and find that this result is particularly salient for non-White and first-generation students, highlighting the equity implications of moving to online teaching.

Widening access to higher education: a comparative historical review of first-generation students in England and the USA

ABSTRACT It is widely understood that access to a university education is a critical component in improving one’s position in life. Many countries have sought to widen access to higher education through policies and programmes. Still, first-generation students account for 22% of university graduates across the world (Bell and Santamaria [2018]. Understanding Experiences of First Generation University Students: Culturally Responsive and Sustaining Methodologies. London: Bloomsbury Academic). Both England and the USA have seen growing numbers of first-generation students enter their colleges and universities in recent years. Through a neoinstitutional lens, this article explores the educational policy trajectories of two countries, specifically England and the USA, to better understand the landscape of higher education for first-generation students.

“Only some can succeed Here”: A mixed methods study of how faculty unproductive mindsets relate to Gender, Racial, and First-Gen representation in higher education

Gender, racial/ethnic, and socioeconomic disparities pervade academia. Though there are a wealth of established reasons for these gaps, recent research has begun to examine how faculty beliefs contribute to representation outcomes for groups stereotyped as lacking intelligence. Extending prior research and using a sequential explanatory mixed methods approach, the present study investigates how field-specific ability beliefs (beliefs about the importance of brilliance) and fixed mindsets (beliefs about the immutability of intelligence) relate to the representation of women, racial/ethnic minorities, and first-generation students at various levels of academia. In a quantitative study of 1,025 faculty from 83 departments, self-reported beliefs exhibited negative correlations with representation outcomes in the small to very large range (−.16 > r’s > -0.44). Qualitative findings, however, suggest a more complicated relationship. Focus group data from undergraduate and graduate students in two departments differing in faculty beliefs (N = 32), suggested that both explicit and implicit messages from professors, peers, and the learning environment are important contributors to students’ experiences, beliefs, and decisions. The results call for more intentional considerations, both in research and in practice, of the messages students receive from the environments in which they learn.

Changes in Intrinsic Motivation and Self-Efficacy

Grades in introductory STEM courses can impact intrinsic motivation (IM) and self-efficacy (SE). We used an exploratory approach to examine trends in grades and how IM and SE impact students’ grades. It is known that most first-generation (FG) college students are from underrepresented backgrounds (URM), and that these students are least likely to persist in STEM fields. Therefore, gaining a better understanding of motivation in our most underserved students could be critical to improving their success in introductory biology courses and ultimately future persistence in STEM. We found that, on average, URM FG students received the lowest final grades and experienced the greatest declines in IM and SE. This research informs the way we may think about changes in motivation and self-efficacy in our introductory biology courses as these lay the foundation for future learning and success.

Black, Low-Income Undergraduates’ Perceptions of Course-Related Factors Associated With Reduced Academic Stress at a Predominantly White Institution

Academic stress is a common struggle for learners of all ages. High levels of academic stress can sometimes relate to lower academic outcomes and higher attrition rates. Black college students at predominantly White institutions (PWIs) face unique stressors such as discrimination and imposter syndrome. Being low-income can carry added stressors associated with a lack of access to resources. Prior literature indicates that support and stronger relationships with faculty are associated with lower stress levels and higher academic success. The purpose of this study was to develop a better understanding of course-related factors that reduce academic stress among Black, low-income undergraduates at a PWI. Interviews with 19 Black undergraduates recruited from a department that servees low-income, first-generation students revealed a set of interrelated factors that produce greater feelings of support, relatedness, and competence, which aligns with a reduction in stressful experiences. A thematic analysis was used to create descriptive categories and produce a visual representation of these factors. Implications for university staff and faculty are discussed.

Community heals: Lessons from qualitative narratives of first-generation college students

Background: First-generation college students struggle to navigate the college experience. Prior research suggests that social capital plays a critical role in college success such that students benefit from building networks of support within the university. Objective: We investigated whether social capital, in the form of engagement with university services, had positive implications for college students’ mental health and academic performance, particularly for first-generation college students. Methods: We conducted semi-structured interviews with both first- and continuing-generation students attending a Hispanic Serving Institution to gain a qualitative, in-depth understanding of the extent to which students took advantage of university services, and whether such engagement promoted their mental health and academic success. Results: Narratives revealed that first-generation students felt uniquely overwhelmed and could benefit from building connections and seeking support. Students emphasized the positive impact of community connections. Conclusion: University-wide programming focused on community building may improve first-generation students’ college experience.

“Taking This Course Triggered a Change in Me”: First-Generation Students’ Reported Outcomes From a Self-Regulated Learning Course

ABSTRACT This qualitative case study explored first-generation students’ self-reported outcomes from participating in a self-regulated learning course. Self-regulated learning is the process of planning, implementing, and evaluating one’s learning skills and strategies in the affective, behavioral, and cognitive domains. I analyzed four semesters’ worth of written coursework from 46 students, resulting in four key themes: increasing metacognition, adopting and practicing effective academic skills, shifting mind-set and self-talk, and defining personally meaningful success. The results suggest first-generation students may benefit from asset-based, proactive academic success interventions that address both cognitive and non-cognitive skills. Practical strategies for teaching are addressed.

413 Evaluation of utilizing personal development tools in collegiate science curriculum to enhance soft skill development

Abstract This study examines the integration of CliftonStrengths, within the Department of Animal Science at Iowa State University. In previous semesters, CliftonStrengths was introduced to freshmen, but no further application of the assessment took place. Fall 2023 incoming students completed more intensive application following completion of the assessment. The objective of this study aims to determine if students’ soft skills are enhanced through awareness and application of their own strengths. This study surveyed new and current students, analyzing their perceptions towards CliftonStrengths and their experiences in group settings. Three surveys were administered at different time points during the fall 2023 semester, one current student survey (CSS) at the start of the semester, and two new student surveys for the beginning (pre-NSS) and end (post-NSS) of the semester. Surveys captured demographic data and responses on a 0 to 10 scale. Response rates were 42% from pre-NSS, 22% CSS, and 24% from post-NSS. The pre-NSS and CSS contained 46 and 37 first-generation students, respectively. The pre-NSS consisted of 120 freshmen and 17 transfer students, and the CSS consisted of 43 sophomores, 44 juniors, and 59 seniors. Survey questions were structured around the primary domains within CliftonStrengths; strategic thinking, relationship building, influencing, and executing. Analysis of the pre-NSS responses showed 61% of new students were not familiar with CliftonStrengths and 78% have not taken the assessment. The CSS showed that 66% of current students have taken the CliftonStrengths Assessment. New students that completed intensive application of CliftonStrengths reported a 2.8-point increase from pre-NSS (4.9 ± 2.96) to post-NSS (7.7 ± 2.51) in response to identifying the value of CliftonStrengths in everyday life. New students reported being more comfortable with strengths at the conclusion of this semester with an average response of 9 ± 1.4 on a 10-point scale. The responses to “I believe someone in my career path should know their strengths” had higher average response rates from post-NSS (7.7 ± 0.26) compared with CSS (6.9 ± 0.20). Student responses to “I believe knowing my Strengths helps me at my best” also had higher average response rates from post-NSS (8.3 ± 0.24) compared with CSS (7.4 ± 0.18). Students responded to “I feel confident that I can recognize strengths in others” with higher response rates in the post-NSS (7.1 ± 0.30) compared with CSS (6.1 ± 0.18). All questions asking about the ability to identify domain types of other individuals were higher in post-NSS responses compared with CSS. The post-NSS responses to understanding how to use different domains in a group were greater for strategic thinkers, relationship builders, and influencers. In conclusion, the intensive application of CliftonStrengths in the Department of Animal Science at Iowa State University has increased familiarity, confidence, and comfort with their strengths.

Itinerant Entrepreneurs: #bigger6, Digital Humanities Pedagogy & Minimal Computing

Abstract: This article offers insight into the creation of a project-based graduate seminar that relied on collaboration, play, student agency, and practice to understand the powerful Bigger 6 Global Romanticism movement. By deploying Digital Humanities pedagogy and minimal computing, these first-generation students at a minority-serving institution began to understand that the literary voices heralding the Industrial Revolution and mechanization of print culture were immigrant, non-white, or female. The culminating digital project, "The Bengal Annual: A Digital Exploration of Non-Canonical British Romantic Literature," explores what can be accomplished in a single semester as "itinerant entrepreneurs" of Digital Humanities.

“I would love to have these conversations with family”: A Listening Guide exploration of the relational experiences of first-generation students in helping professions

“I would love to have these conversations with family”: A Listening Guide exploration of the relational experiences of first-generation students in helping professions

Race, ethnicity, and stratification within the first-generation student experience

ABSTRACT Students are embedded in intersecting structural and cultural contexts that differentially constrain and enable their opportunities and aspirations. The educational experiences of first-generation students differ from the traditional narrative of continuing-generation students. Yet, few scholars have been able to capture potentially distinct educational experiences by the race or ethnicity of first-generation students. Using longitudinal qualitative interview data from 75 first-generation and continuing-generation students, this paper explores whether first-generation students’ varying identities and backgrounds influence their educational experiences. My findings suggest that not only are there differences in how first-generation students of color experience and manage racial discrimination compared to White first-generation students, but there are also differences in how first-generation students of color benefit from engagement with certain race-specific student organizations. Additional insights into variation within first-generation student experiences can shine a light on the unique supportive mechanisms and challenges first-generation students of color experience while pursuing their higher educational goals.

Family and higher education: developing a comprehensive framework of parents’ support and expectations of first-generation students

Postsecondary institutions must help all students develop knowledge and skills to persist. Traditional approaches to first-generation students (FGS) have focused on describing the hindrances they experience during their undergraduate trajectories, defying their persistence. This qualitative study explores the experiences of FGS parents; specifically, the characteristics of their support and expectations toward FGS. Semi-structured individual interviews were conducted with 25 FGS parents from diverse Chilean universities. The data collected were analyzed through an inductive process, which included describing, classifying, and interpreting data into categories and themes. The results show that the motivation of families lies in the symbolism that they ascribe to higher education, deploying various modes of family support and resources to ensure that students complete their studies and attain a degree. This process is tailored to meet the initial expectations of FGS performance at university, which typically frame the type of support the family may provide. Postsecondary institutions and policymakers can use this study to develop future policies and practices that include FGS parents’ perspective, expectations and characteristics of support, articulating these with academic culture, FGS’s trajectories and own expectations to reduce inequality and promote retention.

Supporting Latinx First-Generation Professionals

Institutions must adequately support Latinx first-generation professionals if we are to make significant progress in our racial equity work. While in the Educational Leadership doctoral program (CANDEL) at the University of California, Davis, my personal and academic experiences led me to conduct qualitative research on the experiences of Latinx first-generation professionals in student affairs. I sought to understand how institutional norms influenced their self-efficacy and how Latino and Latina professionals experienced them differently. Among the findings was the pervasiveness of professional invalidation and how Latina participants viewed their perceived shortcomings as personality traits, compared to Latino participants who viewed them externally and more skills based (Fuentes, 2021). These are critical findings that colleges and universities need to assess to understand how workplace norms contribute negatively to their experiences. As higher education institutions continue to work towards better serving Latinx first-generation students, Latinx-first generation professionals must not be ignored or taken for granted.

Lessons Learned from a Career-Readiness Education Abroad Program for First-Generation Undergraduates

ABSTRACT First-generation students are typically underrepresented in education abroad. First-generation students are missing out on the demonstrated positive outcomes of an education abroad experience, making this a serious opportunity gap. To address this problem, the University of Kentucky (UK), a large public land-grant, flagship research university in the southeast United States launched a new program developed for first-generation undergraduate students called “Explore First: Careers, Cultures, and Connections.” This program was designed to remove or reduce barriers to participation and to provide maximum value to the students. This contribution to Notes From the Field describes the problem the program seeks to address, outlines the program and its goals, offers some preliminary reflections, and shares some early lessons learned.

Academic Self-Regulation Program for First-Generation Students in OT

Abstract Date Presented 03/23/24 First-generation students in OT have low academic self-regulation, which affects their academic performance. An academic self-regulation program improved academic self-efficacy and academic self-regulation among the participants. Primary Author and Speaker: Pola Ham

Comparison of depression and anxiety in first- versus non-first generation Saudi medical students: A cross-sectional study.

Depression and anxiety are prevalent psychiatric illnesses worldwide. This study aimed to estimate the prevalence of these illnesses and their associated sociodemographic factors among medical students at King Saud University, Riyadh, Saudi Arabia, by comparing first- and non-first-generation students. This cross-sectional study included 367 participants. The study tool, distributed in December 2023, consisted of a questionnaire developed by the research team to assess sociodemographic factors, the Patient Health Questionnaire-9 (PHQ-9), and the Generalized Anxiety Disorder 7-Item scale (GAD-7). Among the participants, 33.5% had a first-degree relative who attended medical school. The mean GAD-7 score was 8.30 for first-generation students and 7.48 for non-first-generation students, suggesting a trend toward higher anxiety in first-generation students, although the differences between the 2 groups were not statistically significant (P = .170). The mean PHQ-9 score was 9.54 for first-generation and 8.10 for non-first-generation students (P = .042). Women had significantly higher mean scores than men on both the GAD-7 and PHQ-9 (P=<.001). First- and third-year students had the highest mean scores on both the GAD-7 and PHQ-9 (P < .001). A statistically significant (P < .001) association was observed between anxiety and depression. Future research should focus on identifying, developing, and examining interventions that target at-risk groups of medical students. Multicenter studies with more rigorous research methodologies are warranted to validate these results.