Title from title page of PDF (University of Missouri--St. Louis, viewed March 8, 2010). Includes bibliographical references (p. 193-208).

Most of today's college students perceive higher education as the most critical element to their future success, quality of life, financial security, and general well-being. Consequently, more and more students entering colleges and universities choose to major in professional or pre-professional programs such as business, engineering, pre-med or pre-law. The majority of past research has concentrated on student attrition and retention in undergraduate education for the majority population. These studies have not enabled scholars to obtain a deeper understanding of the factors relating to minority populations -- especially those from the Hispanic community. In addition, the majority of these studies have not provided an understanding of students' progress and eventual success in legal education. The purpose of this study was to determine which variables from commonly accepted foundational theories on higher education retention, attrition, and student development are applicable to the first-year experiences of Hispanic students enrolled in a Juris Doctorate Program at an accredited law school at a public institution who are the first in their family to attend. Using both a survey instrument and narrative interviews, the study revealed that first-generation Hispanic students are disadvantaged compared to their peers when it came to understanding important law school financial, cultural, and academic issues. While family support, faculty relationships, law school study/support groups, academic mentoring, and academic advising positively influenced first-year progress; the respondents' cultural identity and race negatively impacted faculty and peer interactions both in and out of the classroom. The lack of need-based financial aid, higher tuition costs associated with legal education, tuition deregulation, increased debt from borrowing, and poor information about financial assistance all negatively affected their success. The negative effects of stress and anxiety permeated numerous first-year experiences including law school orientation, law school classes, final exams, grades, and figuring out how to pay for school. These results should help key stakeholders associated including faculty and administrators to better understand minority student issues and the impact of stereotype threats specific to the legal education context in an effort to reduce first-year attrition rates and improve minority access to the legal profession. / text

The purpose of this study was to investigate the effect of experiential learning on thinking styles among first-generation university students from low income families. 93 students were administered Thinking Style Inventory-Revised II (TSI-R2, Sternberg, Wagner & Zhang, 2007) (TSI) and Coopersmith Self-Esteem Inventory-Adult Form (SEI-A). To examine the effect of experiential learning experience on thinking styles, participants responded to the TSI and SEI-A twice and reported the number of extra-curricular activities they joined over a 5-month period. It was found that experiential learning experience was positively correlated with more complex and creativity-generating thinking styles and higher levels of self-esteem for female students and in fact the aforementioned thinking styles were desirable and preferred for students. Findings of this study indicated that different kinds of extra-curricular activities were statistically significant for contributing to the development of certain thinking styles. Such as Volunteering contributed to the Judicial style, Exchange programme facilitated the development of the Hierarchical style and Internship discouraged the Conservative style development. Implications of these findings for teachers were discussed. / published_or_final_version / Education / Master / Master of Education

Thesis (Ph. D.)--Ohio State University, 2007. / Includes bibliographical references (p. 223-240).

abstract: As enrollment in postsecondary education increases, colleges and universities increasingly rely heavily on the use of the Internet as a means of communication with their students. Upon students' admission, institutional webpage messaging shifts to messages about students' new affiliation with the institution in their situated identity - a college student. Unlike continuing-generation students, first-generation college students are not institutional legacies and must learn how and what it means to be a college student through other means. This study examined the situated identity construction and website experiences of 23 first-year first- and continuing-generation college freshmen attending a summer transition program at Western University (WU). Using a multifaceted approach, this study analyzed how first-generation students made meaning of and used institutional website messaging as they constructed their college student identities. The following steps were used to collect data: a questionnaire, eight observations, a focus group with first-generation participants, one-on-one interviews with two focus group participants, and three interviews with WU staff members responsible for their college or unit webpages for first-year students. Findings utilizing critical discourse analysis revealed answers to several guiding questions focusing on situated identities construction and enactment; multiple and salient identities are at work; the Discourses and impact of WU webpages on first-generation students; how first-generation students experience, make meaning of, and use WU website messaging as they construct their situated identity; and feelings of belonging, marginalization, and mattering experienced by first-generation students through website messaging. Results highlighted differences between the first-generation and continuing-generation students' perception and enactment of the situated identity. Although first-generation students used the website as a tool, they used different ways to gain access into the WU Discourse. Both students and staff members enacted multiple salient identities as they enacted their situated identities, and the multiple salient identities of the WU website designers were highly influential in the website Discourse. Findings have implications for WU institutional practices that could facilitate earlier and more simplified access to the WU Discourse, and findings generated a new model of situated identity construction in Discourse. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2011

Submitted in fulfillment of the requirements of the Masters in Food and Nutrition, Durban University of Technology, 2017. / Introduction: Many studies have attempted to establish the association between the academic performance of university students and various factors that impact on academic performance. Students’ socio-economic backgrounds have been cited as a significant predictor of academic success among university students, with first generation students (FG) reporting a lower retention and graduation rate compared to non-first generation (NFG) students. First generation students are those that are the first in a family to enroll in institutions of higher learning, whether college or university, while NFG students, are students whose parents or siblings have attended an institution of higher learning. The low academic success rate among FG students is mainly attributed to unpreparedness for college/university, financial challenges and lack of support from family. Aim: The aim of the study was to determine the relationship between diet quality, nutrition status and academic performance of first generation and non-first generation university students in Durban. Methodology: A total of 270 randomly selected students (135 FG and 135 NFG) between the ages of 18 and 30 years participated voluntarily in the study. The study was descriptive in nature with a cross-sectional design. Trained fieldworkers administered the questionnaires in an interview setting. A socio-demographic questionnaire measured the socio-economic characteristics of the students; anthropometric measurements were used to determine the nutritional status against the WHO cut-off points; three 24 hour recall questionnaires and a food frequency questionnaire determined their diet quality and nutrition adequacy, and the students’ matric and first year results were used to measure academic performance. The socio-demographic questionnaire, anthropometric measurements and the academic results were captured on Microsoft Excel® and analyzed using the Statistical Package for Social Sciences® (SPSS) version 21.0. A trained nutrition professional captured and analyzed the 24 hour data using the Food Finder® version 3 computer programme. Results: The sample was fairly representative of both groups of students and genders with 20% (n=52) FG men, (17%; n=44) NFG men, (30%; n=78) FG women, and 33% (n=86) NFG women. The majority of FG (63.1%; n=82) and NFG (59.2%; n=77) students came from townships, and the highest number of students (FG 60.7%; n=79 and NFG 49.3%; n=64) depended on student loans to pay for university fees. Furthermore, most of the FG (76.8%; n=100) and NFG (81.5%; n=106) students lived in university residences. Although the highest number of FG students (38.5%; n=50) had a household income of between R0–R500 compared to the highest number of NFG students having a household income of R501–R1000 per month, the highest number of both groups of students (FG=25.4%; n=33 and NFG=26.2%; n=34) spent R401–R500 per month on food, and almost 50% of both groups of students indicated that they sometimes lacked money to buy food. Non-first generation students were affected by obesity more so than FG students, with one (2.27%) NFG man and 13.92% (n=12) affected by obesity class I (BMI 30-34.99), and 4.65% (n=4) NFG women falling within the obesity class II range (BMI of 35-39.99), compared to none of the FG men affected by obesity, and only 3.85% (n=3). Furthermore, a higher number of NFG students exceeded the WC cut-off points for men (102cm) and women (88cm) compared to FG students, with none of the FG men exceeding the cut-off points for men, compared to 1.82% of NFG men, and only 20.51% of FG women exceeding the cut-off points for women compared to 32.61%. The waist-to-height ratio also indicated that a higher percentage (63.74%) of NFG women exceeded the cut-off point (˃0.5) compared to 60.25% of FG women. Refined carbohydrate based foods made up the majority of the students’ diet, with the top 3 foods among FG and NFG men being carbohydrate based (maize meal pap, bread/rolls, and rice), and the top two foods being rice and bread/rolls among FG and NFG women. All the students (FG and NFG), failed to meet the WHO’s recommendation of consuming ≥400g of fruits and vegetables. Furthermore, between 80-100% of men and women (FG and NFG) failed to meet the RDI’s for calcium, magnesium, and vitamins C, D, E and K. Although both FG and NFG students reported few protein rich sources on the top 20 foods lists, all the students exceeded the DRI for protein with mean (SD) intakes of (62.62g±21.984) by FG men, 70.98g±25.534 (NFG men), 57.97g±23.248 (FG women), and 55.94g±18.397 (NFG women). Carbonated drinks were ranked 6th for both FG and NFG men, and 8th among FG and NFG women, with NFG men reporting a higher per capita intake per day (142.52g) compared to FG men (115.67g) and among women, a per capita intake of 106.07g (FG) 96.95g (NFG). Both FG and NFG students reported low food variety scores (<30 individual foods), with FG men reporting a slightly higher mean (SD) FVS (28.56±10.079) compared to 27.41±10.342 of NFG men, and NFG women reported a higher mean (SD) FVS (29.92±8.549) compared to 28.67±10.775 (FG women). The majority of the students (FG and NFG) reported high food group diversity scores (FGDS), with the majority of men (FG=98.08%; n=51 and NFG=93.18%; n=41) and women (FG=94.9%; n= 74 and NFG=100%; n=86) reporting a high FGDS (6-9 food groups). The matric results of the participants indicated that 100% (n=260) of all the students (FG and NFG) passed matric with a pass rating of 3-6, and the first year academic results indicated that the highest number of FG and NFG students passed the first year of university with a percentage range of 51-74% [FG men=92.31(n=48); NFG men=86.36 (n=38); FG women=93.59% (n=73); and NFG women=84.88 (n=73)]. The first year results also showed that a higher number of NFG (11.36%; n=5) men and women (10.47%; n=9) failed the first year of university compared to the FG men (5.77%; n=3) and women (5.13%; n=4). Conclusion: Although there are some statistically significant correlations between some of the variables, it does not prove conclusively that diet and nutrition status had an impact on the academic performance of this group of students. Due to the lack of diversity with regard to socio-demographic factors, including socio-economic profile and race, no notable differences were observed except in the case of nutrition status, where a higher incident of obesity was observed among NFG students compared to FG students. Inter-gender differences were more apparent compared to inter-generation differences. / M

The purpose of this study was to determine the extent to which academically successful first-generation college students, compared to academically successful non-first-generation college students, used academic support programs provided by UNT and to measure their perception of the benefits of these programs. Differences were examined using information gathered from a Graduate Student Survey administered to students graduating in fall 2006 from the University of North Texas. Analysis of the data from the survey indicated that there was no statistical significance between the use and perception of benefit of academic support programs between the two groups. Overall, students that used academic support programs provided by the university believed they benefited from the programs they utilized. Both groups indicated that they believed the Math Lab provided the most benefit. The Graduating Student Survey also examined input, environment and output factors of academically successful first-generation and academically successful non-first-generation students. Again, both groups indicated similar responses to the questions asked. First-generation college students in this study were successful in graduating from the University of North Texas and utilized some of the resources provided by the university to do so.

The purpose of this study was to understand how White students from low socioeconomic status backgrounds (operationalized as students who are both low income and of the first generation in their family to attend college) experience and navigate social class during college. This was a qualitative research study employing a phenomenological research methodology. A critical theoretical lens was used to illuminate systemic issues of power and privilege related to social class present in the experiences of these participants. This study was guided by the following research question: How do White, low SES students experience and navigate social class during college? Participants in this study had many similar experiences to one another related to their social class. However, there also existed a variety of individual differences in how students understood and experienced their social class during college. Overall, participants expressed a limited awareness of their social class growing up, but all became keenly aware of it during college. In particular, during college, students became aware of how their own social class differed from the dominant middle class to upper class social class represented on campus. Participants minimized the salience of social class as an aspect of their identity with many of them expressing that they did not want their social class to define them. While participants largely did not feel as if social class was an important aspect of their identity, it became clear through their stories that this aspect of their identity influenced how they viewed themselves, the world around them, and their higher SES peers in college. For example, participants readily acknowledged the frustration and resentment that set them apart from their college peers. The students who participated in this study exhibited ethics of hard work, self-sufficiency, and financial responsibility. These values and attitudes also were evident in students' practices and behaviors (e.g., their judicious spending habits, their long hours working for pay). It also became clear that the long hours most participants in this study worked in order to afford college meant missing out on opportunities for involvement in activities outside of the classroom. Finally, participants' experiences interacting with their high SES peers played a pivotal role in their awareness of their social class during college. Participants were often frustrated by the attitudes, values, and behaviors of their higher SES peers, and for some, these social class differences led to social isolation. Overall, these findings illuminate a variety of issues and areas for concern, directly related to social class, experienced by low-income, first-generation college students in higher education.

<div> <div> <div> <p>This dissertation is a three study format. In this dissertation, I used an explanatory sequential mixed method design. Study 1 develops a measurement scale to capture first-generation college students’ agency using the constructs of intentionality, forethought, self-reactiveness, and self-reflectiveness. Study 2 used structural equation modeling to establish a relationship between personal agency, disciplinary role identities, and students’ desire to enact engineering agency. Study 3 was a narrative analysis of how Kitatoi, a Latina, first-generation college student, authored her identity as an engineer. Data for study 1 and 2 came from a survey administered in the Fall of 2017 of 3,711 first-year engineering students across 32 ABET universities. </p> </div> </div> </div>

A small, private university was the focus of this study, where rural first-generation college (FGC) students withdraw at higher rates than their continuing-generation counterparts. An objective of the university leadership is to increase student retention to foster a greater likelihood of degree completion. The research problem was the inability to retain rural FGC students. The purpose of the study was to explore parental support that promoted rural FGC student retention. The research questions addressed the students' perceptions about parental support and their decisions to remain enrolled. The research methodology was a qualitative case study design. Data were collected through semi structured interviews with a purposeful sample of 12 full-time FGC students from rural residential zip codes or counties. Transcribed interviews were coded and analyzed following a combination of approaches described by Creswell and Stake. The analysis revealed 6 themes: (a) parental support, (b) extended family relationships, (c) campus connection, (d) financial support, (e) community networks, and (f) institutional support. The results suggested that parental support shaped the students' decisions to remain enrolled. Based on the findings, a parent development project was designed to help university leadership and parents of rural FGC students engage collaboratively to improve retention. This study may contribute to positive social change, in that the resulting project may improve the students' ability to persist to degree completion and potentially give back to their rural communities.