Research Blog #6: Visual

In this picture, you see a man dressed up ready to go somewhere or do something but doesn't know where or how to begin. This applies to the situation of many first generation students. For those who choose to go to college, they often go in hopes of obtaining a degree to get a job that would put them in a better position than them or their parents. Unfortunately, guidance in this period of many of their lives is usually limited due to lack of information directly available to them or lack of knowledge where information that can be available to them can be found. This leads to a period of trial and error that many do not make it out of.

Literature Review #4

Visual

Citation

Woosley, Sherry, and Dustin Shepler. "UNDERSTANDING THE EARLY INTEGRATION EXPERIENCES OF FIRST-GENERATION COLLEGE STUDENTS." College Student Journal 45 (): 700-714. Print.

Summary

This study looks at the earliest experiences first generation college students have upon entering college in comparison to the experience of a regular college student.

Authors

Sherry Woosley - Director of Analytics and Research at EBI-MAP Works. She is also nationally recognized for her work in assessment and predictive analytics related to student retention

Dr. Dustin Shepler - professor at Michigan School of Professional Psychology. He also provides therapeutic services as well. While he specializes in working with teenagers and young adults, Dr. Shepler has provided therapy and assessment services to a wide range of clients from a variety of backgrounds and currently sees clients in private practice.

Key Terms

Attrition - the action or process of gradually reducing the strength or effectiveness of someone or something through sustained attack or pressure.

Quotes

"Even the earliest experiences, those six weeks into the first semester or earlier, have been linked with persistence, academic performance, and likelihood of graduation (Levitz & Noel, 1989; Woosley, 2003; Woosley & Miller 2009)."(706)

"...first-generation students typically do not have the same sources of support as non-first-generation students, such as parents who understand the process of adjusting to college life (Bradbury & Mather, 2009; Terenzini et al., 1996), limited availability of college role models (York-Anderson & Bowman, 1991), and limited experience with and knowledge of college activities (York-Anderson & Bowman, 1991)."(707)

"...first-generation students find their high school curriculum was less than rigorous and that the academic expectations inherent in baccalaureate programs can be somewhat overwhelming, resulting in self-doubt."(708)

Value

This study provides me with insight into the very first moments when a first generation student steps on campus. It is here we see the most immediate effects of pre-college preparation or lack thereof. It is also one of the areas in which normal college students and first generation college students differ - which is ease of integration into the college culture. Using this information, I can observe the main reasons for this initial culture shock upon entering college.

Literature Review #3

Visual

Citation

Wohn, Donghee Yvette, Nicole B. Ellison, M. Laeeq Khan, Ryan Fewins-Bliss, and Rebecca Gray. "The role of social media in shaping first-generation high school students’ college aspirations: A social capital lens." Computers and Education 63 (): 424-436. Print.

Summary

This article explores the social capital available to students and how it may be able to influence the pre-collegiate experience for many adolescents - both first generation college students and non first generation college students.

Authors

Dr. Donghee Yvette Wohn - a postdoctoral research fellow at Northwestern University’s Social Media Lab. She researches the antecedents and social and psychological consequences of  usage of socio-technical systems, such as social media and online multiplayer games.

Nicole B. Ellison - an associate professor in the School of Information at the University of Michigan.

M. Laeeq Khan - a doctoral candidate in the Media & Information Studies (MIS) program in the School of Journalism at Michigan State University.

Ryan Fewins-Bliss - attended Michigan State University, Department of Telecommunication, Information Studies and Media.

Rebecca Gray - a doctoral candidate in the Department of Media and Information (formerly known as Telecommunication, Information Studies, and Media) at Michigan State University. 

Key Terms

Social Capital - the extent to which individuals are able to access and mobilize resources in their social network. These resources can be tangible resources, such as financial aid or information, or more psychological in nature, such as emotional support.

Social Support - an individual’s perception of general support or specific supportive behaviors (available or acted upon) from people in their social network, which enhances their functioning or may buffer them from adverse outcomes.

Quotes

"Past research has found that first-generation students do not receive the same levels or kinds of support from their parents around college access processes in comparison with non first-generation students (Hertel, 2002; Stephens, Fryberg, Markus, Johnson, & Covarrubias, 2012; York-Anderson & Bowman, 1991). This makes intuitive sense, as parents who had not experienced a particular task would be less able to help others achieve it."(424)

"...parental involvement is not only about the dyadic relation between student and parent, but also includes the parents’ interactions with teachers or other parents (Dika & Singh, 2002; Israel, Beaulieu, & Hartless, 2001; McNeal, 1999; Perna & Titus, 2005). When parents have high levels of involvement with teachers and other parents, they are likely to be better informed about their children’s schooling experience, future ambitions, course selections, and hobbies, which gives them more opportunities to assist their children and provide financial and social support."(426) 

"The influence of close friends is markedly stronger for students from disadvantaged educational backgrounds."(426)

"Social support can also prove vital for the overall well-being of stu- dents and when coping with college transition issues, because those who have a sense of belonging within the institution and experience overall well-being have a better chance of graduating with a degree (Baum & Payea, 2004; Tinto, 1993)."(427)

"Moreover, parents who did not attend college have little knowledge of the college environment and values of higher education; students who did not learn about this from their parents are more likely to experience a “culture shock” when they attend college (Inman & Mayes, 1999) and can also experience a constant dissonance between their family background and the environment at higher education institutions because they are on the margins of two different cultures (see Thayer, 2000)."(428)

Value

This article provides one of the main areas in which first generation college students and regular college students greatly differ. I can also deduce from this information how these differences are even greater when it comes to first generation college students whose parents are immigrants. By observing these areas, I can also come up with ways to target and eliminate these problem areas for first generation college students.

Research Blog #5: Bibliography with Five Scholarly Sources

Work Cited

Engle, Jennifer, and Vincent Tinto. Moving Beyond Access: College Success for Low-Income, First-Generation Students. St. Paul, Minnesota: 3M, 2008. 1-38. eBook.

Rosanna A. Reyes. Proving Them Wrong. MA/MS Thesis. Rutgers, The State University of New Jersey, 2012. 

Schwartz, Seth;  Weisskirch, Robert S.; Zamboanga, Byron L.; Castillo, Linda G.; Ham, Lindsay S.; Huynh, Que-Lam; Park, Irene J. K.; Donovan, Roxanne; Kim, Su Yeong; Vernon, Michael; Davis, Matthew J.; Cano, Miguel A. "Dimensions of Acculturation: Associations With Health Risk Behaviors Among College Students From Immigrant Families."Journal of Counseling Psychology. 58.1 (2011): 27-41. Web. 24 Mar. 2014. 

Wohn, Donghee Yvette, Nicole B. Ellison, M. Laeeq Khan, Ryan Fewins-Bliss, and Rebecca Gray. "The role of social media in shaping first-generation high school students’ college aspirations: A social capital lens." Computers and Education 63 (): 424-436. Print.

Woosley, Sherry, and Dustin Shepler. "UNDERSTANDING THE EARLY INTEGRATION EXPERIENCES OF FIRST-GENERATION COLLEGE STUDENTS." College Student Journal 45 (): 700-714. Print.

Literature Review #2

Visual

Citation

Engle, Jennifer, and Vincent Tinto. Moving Beyond Access: College Success for Low-Income, First-Generation Students. St. Paul, Minnesota: 3M, 2008. 1-38. eBook.

Summary

This book provides statistics on many first generation college students - from the number who enroll, to the number who stay after the first year as well as how long they stay, and even the average aid they can expect to receive. It also looks at some of the issues that cause these numbers.

Authors

Jennifer Engle - vice president for policy research at the Institute for Higher Education Policy and focuses on underserved student populations. Also was a senior research analyst.

Vincent Tinto - senior scholar at the Pell Institute and a professor at Syracuse University for sociology. He is also a theorist for the retention for students and learning communities.

Key Terms

Attrition - the action or process of gradually reducing the strength or effectiveness of someone or something through sustained attack or pressure.

Quotes

"For most of the 4.5 million low-income, first generation students enrolled in post-secondary education today, the path to the bachelor's degree will be long, indirect, and uncertain. Fr many, the journey will end where it begins."(2)

"Low-income, first-generation students not only face barriers to their academic and social integration, they also confront obstacles with respect to cultural adaptation."(21)

Value

This book provides me with abundance of raw numbers and statistics that quantify specific aspects of the college experience for most first generation students, such as percentage that stick with their majors or how long they typically stay in college for.  It also gives insight into some of the problems which cause the statistics to look the way they do. Using both the numbers and causes of the problems, I can perhaps come up with unique solutions in my research that work for first generation students who are the children of immigrants.