Dual credit options allow high school students to enter college with college credits earned, as well as gain lived experience of the role expectations, academic rigor, and time it takes to complete college-level work. While past studies have identified benefits of dual credit for first-generation college students in particular, few have investigated the nature of that relationship. This qualitative study examined the relationship between first-generation students’ dual credit experiences and academic self-efficacy. Interviews were conducted with three first-generation college students in fall 2019. Findings indicate first-generation students who engage in a rigorous dual credit experience that results in mastery experience are more prepared for the academic expectations of college, master the role of a student, and perceive an increase in academic self-efficacy. This experience may provide first-generation students with knowledge and transition skills for college that their continuing generation peers find elsewhere. Implications and recommendations for future research are discussed.

This study explores a variety of variables with the intent of identifying specific student groups that may struggle with performance in a large general education course. The ultimate objective of this study is to facilitate the success of acknowledged at-risk students. Drawing in part on the theory of social capital, this study examines established, pre-college predictors such as high school grade point averages and ACT scores, other demographic characteristics and stressors, and an optional study group course to parse out information related to course performance. Methods used included t-tests and multiple regression analysis using five statistical models. A portion of the Student-Life Stress Inventory (Gadzella, 1994) was sent to students to gather primary data. A total of 1,626 students completed the survey: 957 female and 669 male. Demographic information was obtained from the university. After controlling for factors such race, sex, estimated household income, parent educational level, and self-reported stress, findings identified differences in course performance based on specific student characteristics. The findings of this study highlight the importance of pre-college predictors and course related features in individual student performance, while acknowledging the implications of race, first-generation status, and other demographic factors. These findings may help inform universities as they identify and implement supports for academically at- risk student populations in large university courses.

In this study, we examined distress levels of first-generation college students at intake from an average of 137 university and college counseling centers that participated in data collection with the Center for Collegiate Mental Health (CCMH) between the 2012-2015 academic school years. We gathered descriptive data from the CCMH Standardized Data Set (SDS), and then examined itemized responses from the Counseling Center Assessment of Psychological Symptoms 62 (CCAPS-62). Students completed the SDS and CCAPS-62 at intake, and both measures rely on self-report. We divided student data (N = 184,334) into groups based on educational status: first-generation (FG) or non-first generation (NFG), and ethnic minority status: White (W) or minority (M), with several minorities grouped into the M variable. This created four subgroups: first-generation minority (FGM), first-generation White (FGW), non-first-generation minority (NFGM), and non-first-generation White (NFGW). We compared participants according to subgroup across the CCAPS distress index (which utilizes items from the depression, generalized anxiety, social anxiety, academic distress and hostility subscales), and the eight CCAPS distress subscales of: depression, generalized anxiety, social anxiety, academic distress, eating concerns, hostility, family distress and substance/alcohol use. We found significant differences on all subscales across subgroups. We ran statistics to determine between subject effects and estimated marginal means and found statically significant results across the distress index and the eight CCAPS distress subscales. Significant results showed the highest levels of distress in FG students, with FGM students higher on the majority of subscales. Further research is needed to understand the different levels and patters of distress in these populations.

This phenomenological study used qualitative research methods to explore the perceptions of support first-generation women students enrolled in college have. Eleven first-generation women students who were enrolled in undergraduate and graduate programs across the United States completed one-on-one interviews with the researcher. The participants explained the support they felt from family, friends, and members of their college or university, as well as areas where further support could be given. In these interviews, key themes emerged, such as the roles of mentorship and emotional support, the need for financial assistance, the role of family in support and providing cultural capital, the roles of intersectional factors such as race and motherhood, and the offering of support during a crisis, particularly the COVID-19 pandemic. The findings from this study can be used to further institutional practice of guiding and supporting first-generation women students.

In this study, we examined distress levels of first-generation college students at intake from an average of 137 university and college counseling centers that participated in data collection with the Center for Collegiate Mental Health (CCMH) between the 2012–2015 academic school years. We gathered descriptive data from the CCMH Standardized Data Set (SDS), and then examined itemized responses from the Counseling Center Assessment of Psychological Symptoms 62 (CCAPS-62). Students completed the SDS and CCAPS-62 at intake, and both measures rely on self-report. We divided student data (N = 184,334) into groups based on educational status: first-generation (FG) or non-first generation (NFG), and ethnic minority status: White (W) or minority (M), with several minorities grouped into the M variable. This created four subgroups: first-generation minority (FGM), first-generation White (FGW), non-first-generation minority (NFGM), and non-first-generation White (NFGW). We compared participants according to subgroup across the CCAPS distress index (which utilizes items from the depression, generalized anxiety, social anxiety, academic distress and hostility subscales), and the eight CCAPS distress subscales of: depression, generalized anxiety, social anxiety, academic distress, eating concerns, hostility, family distress and substance/alcohol use. We found significant differences on all subscales across subgroups. We ran statistics to determine between subject effects and estimated marginal means and found statically significant results across the distress index and the eight CCAPS distress subscales. Significant results showed the highest levels of distress in FG students, with FGM students higher on the majority of subscales. Further research is needed to understand the different levels and patters of distress in these populations.

No description available.

This qualitative, phenomenological research study was conducted to investigate the influences of self-efficacy on the college experiences and beliefs about capabilities of single parent, first-generation, transfer students. Consistent and strong levels of self-efficacy were revealed within each of the eight participants. Major participant themes identified through the Pattern Recognition Flowchart include that (a) children are a primary source of motivation and influence, (b) education is the pathway for a better future and career, (c) participants possess strong academic and personal efficacy, (d) participants possess a support network and (e) first-generation status serves as a motivating factor. Minor themes include that participants (a) were influenced by strong role models and positive encouragement and (b) possessed an ability to persevere through significant obstacles. While several of the themes corroborated extant research, some themes supported a unique perspective for this growing student population.

No description available.

The purpose of the study was to compare a freshman cohort of first and non first-generation college students enrolled in an urban university and to identify characteristics that distinguish the two groups in terms of selected demographics, pre-college behaviors and beliefs (expectations and personal traits). Moreover, the study sought to identify variables whose distribution indicated a significant difference between the two groups and rank those variables by order of the strength of association. Data analysis for this study consisted of a combination of chi-square and descriptive discriminate analysis using logistic regression. Chi-square analysis was the preliminary statistical procedure used in this study. I relied on a sequence of chi-square analyses to help identify a list of statistically significant variables to be used in the subsequent descriptive discriminate logistic regression model. Descriptive discriminate analysis was used because its primary function is designed to reveal projected differences among groups (Huberty, 1994). The results revealed seven important characteristics (Reading for pleasure (Hpw0111), Household income (Income), Asked teacher for advise (Act0114), Rate computer skills (Rate0103), Get a bachelor's degree (Futact11), Change major field of study (Futact01) and Obtain recognition by colleague (Goal0103) were commonly statistically significant student characteristics across all race/ethnicity groups, and three (Gain a general education (Reason05), High school grade point average (HSGPA) and Felt overwhelmed (Act0110) were unique to one or some of the groups. These variables can also be viewed as predictors that help identify the likelihood that a student is first-generation. Results of this study had implications for the practice of high school guidance counselors, student and academic affairs practitioners and specifically support services personnel and financial aid officers. / Ph. D.

Thesis (M.S.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 68-71). Also available on the World Wide Web.