...The Importance of Understanding the Dilemmas Faced by First-Generation College Students: How Their Perspectives Differ from Continuing-Generation Students The many obstacles faced by first-generation students are some that tend to be unnoticed. These obstacles usually pertain to social economic disadvantages and system faults in higher education institutions. Recent studies show how universities are accountable for selecting the best students based on a function of selection with a higher focus on high social class norms. These norms tend to leave out individuals whose backgrounds are different in the aspect of culture, social, and financial status. The values, ideas, and language use of high social class, inherently being promoted in America’s...
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...opportunity summit, policy makers and higher education leaders announced over 100 new initiatives designed to bolster first-generation and low-income students’ college success. While students who overcome the odds to gain access to college bring with them significant grit and resilience, the road through college is often a rocky one. First Lady Michelle Obama described the obstacles that first-generation and low-income students commonly confront. No stranger to these challenges, she said: You’re in a whole new world. You might have trouble making friends because you don’t see any peers who come from a background like yours. You might be worried about paying for classes, and food, and room and board because you have never had to set your own budget before. You might be feeling guilty when you call home because Mom and Dad are wondering why you didn’t get a job so you could help support their family. Those are the kinds of obstacles these kids are facing right from day one. Even among the select group that make it to college, first-generation and low-income students, on average, find it harder to fit in, receive lower grades, and drop out at higher rates than do students from higher income backgrounds with college-educated parents (i.e., continuing-generation students). Study after study demonstrates that the financial, academic, and psychological barriers that these students encounter can significantly undermine their performance. The summit shined the national policy spotlight on...
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...of college students fail to obtain their bachelor’s degrees. Currently 42% of college enrolled students fail to complete their education for bachelor’s degrees. Both educators and economists see this as an issue that can impact the country economically and the overall quality of life (Dunn, W. 2013). Purpose of the Research The purpose of our organizations study is to determine the correlation between a student’s level of preparation for higher education and the national dropout rate of colleges in the United States. Specifically, this study will focus on students that attended four year universities with intentions of obtaining their bachelor’s degree, however, they ended up leaving school without this degree. Many people pursue college degrees to obtain specific disciplines and higher education in order to become successful and contributing members of society. However, many of these students are exposed for the first time to environments or challenges that college may present with no preparation or ability to adapt and complete their degree programs. Dropping out of college could potentially impact ones future income earnings and quality of life (Dunn, W. 2013). The purpose was based on the research questions initially considered when beginning the study. Significance of the Study This study will shed light on how the lack of preparation for college impacts the dropout rate of students. The information found from the study will allow colleges and universities to consider...
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...Needs of First-Generation College Students Hank R. Austin Arkansas Tech University Examining the Needs of First-Generation College Students Choosing first-generation college students as my sub-population to focus on was an easy decision. I was a first-generation college student. My father never attended high school and my mother never attended school beyond graduation from high school. Considering some of my own personal struggles and experiences, my research, introduced here, will serve to assist me further in reaching out to those students with similar backgrounds. First-generation students are defined as students whose parents have not completed a bachelor’s or an associate degree (Glenn, 2008). Roughly 30% of entering freshmen in the USA are first-generation college students, and 24% (4.5 million) are both first-gens and low income. Nationally, 89% of low-income first-gens leave college within six years without a degree. More than a quarter leave after their first year; four times the dropout rate of higher-income second-generation students (Ramsey & Peale, 2010). Much research has been conducted in the last decade on the issues facing first-generation students. I found that the major issues which have prompted this research are retention and graduation rates. Among students who enrolled in four-year colleges, for example, the first-generation students had a graduation rate of 44.9%, while the rate for non-first-generation students was 59%. Among students who enrolled...
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...OMDE 601 9040 Assignment #3 Due November 27, 2010 Classification of Six Institutions into Five Generations of Technology of Distance Education Introduction Study Group 3 (SG3) in OMDE 601 collaboratively researched five generations of technology in distance education (DE) and classified one institution into one of the generations. The scope of this subsequent, individual assignment is to select six institutions from around the world – divided evenly between Europe, America and Asia. This assignment will build on SG3’s selection of the Open University (OU) in the United Kingdom, with five additional DE institutions classified into the five generations of technology. The classification will be based on the six characteristics of DE institutions selected by SG3, to determine whether the characteristics selected were effective. The characteristics selected were audience, modes for delivery, communication or interactive media, types of technology used, affordability, and breadth of course offerings. The following sections are broken down by the five generations, with six DE institutions classified into the five generations. First Generation: Correspondence/Home Study/Independent Study The University of South Africa is the world’s oldest DE institution, and prior to 1970 was the only institution that was autonomous in structure. In 1955 there were about 5,500 students enrolled, but today there are more than 130,000. The phrase “being open to all” means something different in ...
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...Experience 9 March, 2015 First-Generation Students Many of the first-generation students do not know the advantages they have about being a first-generation student and how to accomplish their goals but with all advantages there is always disadvantages. What exactly is a first generation student? According to the College Board “First-generation students can come from families with low incomes or from middle or higher-income families without a college education. Some have parents who support their plans for higher education while others are under family pressure to enter the workforce right after high school.” (College Board). Most of these students don’t know much about college and many only know the disadvantages. As a first-generation student one has the ultimate challenge being the first one to pursue a college education. Many of the students are older, married, have children, employed, attend college less than full time, and are less involved in college activities but these students are able to function and thrive in two opposite worlds which is a skill that most second-generation students do not have. There are many advantages of being a first-generation student it gives one more freedom than restrictions. Most second-generation students can’t choose their school or study a field they are truly interested in, because their parents are funding their education and want to make the decision for them but as a first-generation student one is the first to learn the ins and out...
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...Ahren, C., Bureau, D., Ryan, H. G., & Torres, V. (2014). First to go to college and first to “go greek:” engagement in academically oriented activities by senior year first generation students who are fraternity/sorority members. Oracle: The Research Journal of the Association of Fraternity/Sorority Advisors, 9(1 (Spring)), 1–19. This study uses data from the National Survey of Student Engagement (NSSE) to examine the levels of engagement of those students who represent both as first-generation students and as fraternity/sorority members. This was one of the first studies that examine how involvement in fraternity/sorority life could influence a first-generation student and their level of engagement that leads to student success. First-year students as a whole are less likely to be engaged, so those who are engaged in fraternity and sorority life are much more likely to become engaged in academic programing as well. This study asked two research questions, which were: “Are there different reported levels of participation in academically oriented activities for...
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...For many, going to college is seen as normal and unimportant. They just see it as a few more years of schooling. They don’t realize how great of an opportunity it is to be able to go to a college. For others, it is a privilege to get to go to a university. First generation students are defined as people who come from a family that has not been to college. They are brought up being constantly told the importance of attending college and receiving a degree. Some of the difficulties faced with being a first generation college student are the fact that no one in their family has any real background knowledge on it; the struggle of finances; trying to fit into the college life; and the overwhelming pressure to graduate. First generation college...
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...African-American College Students: Personal History, Struggles, and Graduation Rheon Gibson Northern Illinois University Abstract In this report, I discuss the importance of African-American college students in higher education realms and why the topic appeals to my interests. I will also identify trends in research questions, methodology, and research findings; regarding three identified themes; Personal History, Struggles, and Graduation. In addition, I will provide the reader with an evaluation/critique of the existing literature, including; 1) contributions of literature to the field, 2) overall strengths, 3) overall weaknesses, 4) missing elements, and 5) what are the next steps for research. African-American College Students: Personal History, Struggles, and Graduation Introduction Importance to the Field Educational attainment amongst African-Americans is a crucial concept that not only affects African-American communities but it also affects society as a whole. Education provides a solid foundation for individuals to experience personal growth, increase one’s socioeconomic status, and obtain professional careers and licensures. Obtaining higher education does not begin upon admission to an accredited college or university; instead, it begins when one is first introduced to the educational system. This introduction can be in Kindergarten, Pre-K, the first year of home school, or wherever the first fundamental steps of acquiring a higher knowledge of comprehension...
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...How we failed the net generation..Authors:Badke W.Affiliation:Trinity Western University, badke@twu.com .Source:Online (ONLINE), 2009 Jul-Aug; 33(4): 47-9.Publication Type:journal article.Language:English.Major Subjects:Information Needs Information Seeking Behavior Libraries, Academic Students, College.Minor Subjects:Information Literacy ; Internet ; Search Engines.Journal Subset:Computer/Information Science; Online/Print; USA.ISSN:0146-5422.MEDLINE Info:NLM UID: 9877335.Publisher Info:URL: www.cinahl.com/cgi-bin/refsvc?jid=296&accno=2010356030.Entry Date:20090821.Accession Number:2010356030.Database:CINAHL Plus with Full Text... Translate Full Text:. Choose LanguageEnglish/ArabicEnglish/Bulgarian英语/简体中文英語/繁體中文English/CzechEnglish/DanishEnglish/DutchAnglais/FrançaisEnglisch/DeutschEnglish/GreekEnglish/HausaEnglish/HebrewEnglish/HindiEnglish/HungarianEnglish/IndonesianInglesi/Italiano英語/日本語English/KoreanEngelsk/NorskEnglish/PersianEnglish/PolishInglés/PortuguêsEnglish/PashtoEnglish/RomanianАнглийский/РусскийInglés/EspañolEnglish/SerbianEnglish/SwedishEnglish/ThaiEnglish/Urdu . ... . ... HTML Full Text How We Failed the Net Generation Contents HOW WE FAILED THEM TWO FRONTS WHERE WE LET THEM DOWN WHY LIBRARIES ARE ALIEN TO NET GEN-ERS MORE GUIDANCE NEEDED GOOGLE PREDOMINATES AT UNIVERSITIES WHAT TO DO NOW IT COMES DOWN TO THIS . Listen. American AccentBritish AccentAustralian AccentSlow Reading SpeedMedium Reading SpeedFast...
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...The Affects of Family Support on College Students Missouri State University The Affects of Family Support on College Students Attending College is often a huge step to many students, but having an involved parent can be key to a student’s success in college. Having an involved parent can be a helpful source of insight, a shoulder to lean on when they stumble, a cheerleader to encourage and praise their successes, and a place of safety and rest. But researchers have found that first-generation college students receive far less emotional, informational and financial support from their parents than continuing-generation students (Rhoades, G. K., & Wood, L. F, 2014). Rationale As the number of students attending college rises every year, it is important for students of the future to have a positive support system behind them. Attending college is the start to achieving a higher social class and becoming part of the thirty percent of people with a college degree in the United State. For the future of education and employment, it has concerned researchers and practitioners about the amount of families not supporting their children of their education choices. The purpose of conducting further research on the lack of family support of college students is to expand on the research by Piorkowski, G. K. (1983), Rhoades, G. K., & Wood, L. F. (2014), Wei, M., Yeh, C. J., Chao, R. C., Carrera, S., & Su, J. C. (2013) and Oshikawa, S. (1968) to use their findings to add...
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...readiness to succeed in your upper-division courses once you enroll at the university. Here are some questions to help you get started: How have classroom experiences shaped your interest in your major? What experiences outside of the classroom have helped develop this interest? What other influences (culture, community, family, etc.) have steered you toward this major? How is your intended major tied to your long-term goals? Additional questions I would hope that all of the hard work I have put into my education over the past years have helped prepare me for this moment, the moment where I move from a community college to a university. My readiness for upper division courses in my major, which is Sociology, include me taking all of my general requirements, of course, but also being very focused...
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...Factors, Adjustment, and Academic Achievement Among White and Hispanic College Students Ani Yazedjian Michelle L. Toews Alice Navarro The purpose of this study was to examine whether college adjustment mediated the relationship between parental factors, such as parental attachment, parental education, and parental expectations, and academic achievement among White and Hispanic first-year college students. We found that adjustment mediated the relationship between parental factors—quality of the parental relationship and parental education—and GPA for White students. However, none of the parental factors explained GPA for Hispanic students. These findings support previous research asserting that correlates of academic achievement might vary across ethnic groups. Adjusting to college is a major transition in a young adult’s life. Unfortunately, a large percentage of students are unsuccessful in navigating this transition. In fact, the majority of students who depart their initial institution often leave during their first 2 years (ACT, 2002). Tinto (1975) argued that these departures result from a lack of integration into the college environment and that the first year is particularly critical because it is during this time that students are initially learning to negotiate the challenges of adjusting to a new environment. In support of this argument, recent researchers have found that students who withdraw often do so for personal reasons such as a lack of adjustment to the...
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...We are interested in how second-generation Asian American students at the University of Illinois feel about being Asian American, particularly those who are not of Chinese, Korean, Filipino or Japanese descent. In other words, we are focusing on students whose background ethnicity represents Southeast Asian (Thai, Vietnamese, Laotian, Indonesian) and South Asian (Indian, Bengali, Pakistani) and so forth. We want to explore how various Asian ethnic groups identify socially and culturally with the term Asian American. We asked for written responses from Asian American students, who have these background ethnicities, to describe in their own words what being Asian American means to them. In addition, we walked around campus and interviewed several second-generation Asian Americans. In their explanations, we encouraged the students to explain if it was a struggle growing up in America, whether they have ever been a victim to stereotypes or discrimination and how they have dealt with it. We took these statements and compared them to the stereotypes placed immigrants of the 1900s. In addition to the interviews, we analyzed our finding with an article published by Jerry Park of Baylor University titled, “Second-Generation Asian American Pan-Ethnic Identify: Pluralized Meaning of a Racial Label” who did a similar study in four public universities, along with other readings from class. The term, Asian American, was formed as a significant symbolic move in constructing an ethnic identity...
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...Diversity can relate to many things, but the definition of diversity is a range of many different things. It seems almost impossible to think just one person can contribute to the diversity at a school. In fact, one person can contribute to the diversity of a school especially a school as big as the University of Kentucky, I feel I could be one to contribute to the diversity at UK in many ways especially since I am from a high school of about 2,200 students where everyone is vastly exposed to all types of diversity and ethnicities, in our school we have student from all over the world I have met and learned many things from students that come from Africa, Mexico, Latin America, Europe, and also just various parts of the U.S. I’ve never visited....
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