Much scholarship on first-generation students has focused on their academic and social integration in college (Collier & Morgan, 2008; Lowery-Hart & Pacheco, 2011; Stuber, 2011). Little is known about the experiences of first-generation students in schools of social work. In this research I've expanded the focus beyond students' experiences of academic integration to explore how first-generation students in a school of social work describe their relational worlds and the implications for professional socialization. Informed by Standpoint Feminism and Postmodern/Post structural Feminism, I conducted focus groups with 19 students in two undergraduate programs and one graduate program in a school of social work and analyzed these conversations using Voice-centered Relational Data Analysis (Brown & Gilligan, 1992). This research highlighted how students bridge the cultures of home and school through 1) Experiences of support from home cultures while 2) pursuing school largely on their own and experiencing 3) the potential for distance from cultures of home, as they 4) work to stay integrated in home cultures while simultaneously 5) working to become integrated in school. I've also written about students' experiences of becoming caught "in-between" the cultures of home and school (Anzaldúa, 1987/2012), a less common but nevertheless important experience for educators to attend to. Here I've argued for broadening the focus beyond academic integration (Tinto, 1975, 1993) and underscored the relational nature of first-generation status, as well as drawing attention to potential for relational injury embedded in our narratives about educational attainment and class mobility. Implications for social work education, practice, and research are discussed.

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Second-generation college students comprise a large majority of the collegiate population. The research on this population strongly suggests that their knowledge, capitals, and the support received from their parents gives them a “jump start” in higher education in comparison to their first-generation peers. The positive exposure to higher education received by second-generation college students is asserted to be directly linked to their parents' experiences in higher education. Second-generation college students are assumed to possess the basic knowledge for successful navigation of the college experience. As a second-generation, African-American college student, I carried a high level of expectation and numerous assumptions about what my experiences would be like in the academy. I assumed that my mother's college education would have a positive effect on my college journey. As my college experience unfolded, I found myself severely deficient when it came to basic collegiate knowledge and survival skills. The radical changes in higher education that had occurred during the twenty years between the collegiate experiences of my mother and me greatly decreased my mother's ability to pass on knowledge that was still up-to-date and practical for my experience. My journey through college was nothing like the second-generation student literature suggested. My experiences in higher education closely paralleled those associated with the first-generation student population. The challenges I faced included social, cultural and racial integration, course and major selection, reduced parental involvement and financial strain. I have since come to view myself as a first-generation college student amid second-generation college student assumptions and expectations. Through the use of Scholarly Personal Narrative methodology, this dissertation seeks to bring into focus a hitherto hidden population in higher education. These are the students, who in spite of having at least one parent or guardian with a college degree, do not know how to navigate the college journey; these are the students who feel like imposters in the academy because it is assumed they are better equipped to navigate the institution. In this dissertation I draw upon numerous studies of first-generation and second-generation college students to create an empirical understanding of the dual and dueling narrative I occupied during my undergraduate experience. I explore concepts of cultural and academic capital as being vital in my ability to master the college environment. I introduce for the first time in the literature a concept I call “values capital.” I also discuss the salience of social class identity in the pursuit of higher education in order to frame a narrative of my own self-empowerment and subsequent integration into higher education. In addition to a number of empirical studies, I will draw upon biographies and my own personal narrative to elucidate the universal themes of self-empowerment, authenticity, insecurity, ambition, and meaning-making—themes that all second-generation-on-the-outside but first-generation-on-the-inside students must confront if they are to be successful in higher education.

This study examined factors that relate to the persistence of first-generation undergraduate students in a 4-year public university in the Southeastern United States. Results were analyzed from a 2011 two-part survey: CARES-I (College Assessment of Readiness for Entering Students-Intent) and CARES-A (College Assessment of Readiness for Entering Students-Actual/Achieved. Semistructured interviews were conducted with first-generation undergraduate persisters, administrators, and professors. There was no statistically significant difference in persistence between continuing-generation and first-generation students. None of the factors, with the exception of performance goals on CARES A, were found to relate to persistence. Significant positive correlations were found between persistence and residential status, a learning strategies course, gender, high school GPA, and first semester in college GPA. The learning communities program was not found to significantly relate to persistence. The CARES surveys were found to be weak for predicting persistence. There was no significant interaction between any of the factors, persistence, and first-generation and continuing-generation, except for performance goals on CARES I and self-efficacy on CARES A. Findings from the interviews indicated that self-efficacy was highly important to graduation. The students had clear academic and professional, learning, monetary, and social outcome expectations. Student performance goals varied in amount of time, use of learning strategies, and organizational tools. Of the organizational variables, academic and social integration positively impacted persistence. However, the participants wished to have had higher grades as freshmen, found the STEM courses tough, had no informal interaction with administrators or professors, and did not use office hours enough. Students spoke positively of institutional programs, clubs, services, and organizations such as Supplemental Instruction (SI), the Math Lab, and Writing Center. Administrators and professors expressed a need for more information and responsiveness to persistence factors. Persistence was not impeded by family, friends, or work, whereas financial issues were prevalent. Although demographic variables did not negatively impact persistence, exo and macrosystem factors beyond the doors of the university emerged. Recommendations and options are provided for further research and for the university to improve persistence. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

Background: More than one-third of adults and 17% of children/adolescents in the US are overweight or obese contributing to significant morbidity and mortality, and healthcare costs. Little is known about obesity patterns in subethnic populations in the US with high prevalence of obesity or overweight reported in Hispanic youth (21.9%) compared to non-Hispanic blacks (19.5%) and non-Hispanic whites (14.7%). The purpose of this study is to assess the association of generation status with adolescent overweight or obesity in Hispanics in the US. Data from the 2011-2012 National Survey of Children’s Health were used to conduct this study, focusing on Hispanic adolescents aged 10 to 17 years. Adolescents were defined as being overweight or obese if they were above 85th or 95th percentile cut-off point values for BMI. Conclusion:Generation status of an adolescent was categorized into three groups depending on the adolescent and the parents’ place of birth. Multivariable models were conducted to test the association of generation status with adolescent obesity in Hispanics, adjusting for potential confounders. Comparing to 3rd generation adolescents, those belonging to 1st and 2nd generations were associated with increased odds of adolescent obesity in Hispanics OR 1.48, 95% CI 1.177 – 1.867 and OR 1.405, 95% CI 1.227-1.610 for 1st and 2nd generation, respectively. Generational status is associated with increased relative odds of overweight or obesity in Hispanic adolescents. Aggregated estimates not accounting for country of origin of an adolescent contribute to significant heterogeneity or disparities in obesity prevalence or patterns, with implications for generation-specific interventions

With the US recovering from a recession, a college diploma has become more valuable to avoid unemployment. Despite a college degree's importance, the access to higher education is a challenge for lower income Pell-Eligible Vermont students. For the past three decades, higher education continues to rise in cost faster than family income. Cost is not only an inhibitor for Pell-Eligible Vermont students. The complexities of navigating the financial systems of higher education to acquire aid in order to make college obtainable is also an issue for Pell-Eligible students. In order to successfully navigate these systems, a Pell-Eligible student's habitus, cultural capital, and social capital, greatly influence their decisions about applying to college and being able to successfully participate once accepted. To help understand the experience of Pell-Eligible Vermont students as they navigate the financial system of higher education institutions, I utilized a qualitative case-study phenomenological approach. The study was guided by the following research questions: (1) What are the specific challenges for Pell-Eligible students during their navigation of the financial systems of college? (2) What messages/information/support and from where do Pell-Eligible students receive about financing a college education? (3) How does cultural and social capital, and habitus influence a Pell-Eligible student in navigating the financial systems of higher education? (4) What are the implications for high schools, states, and colleges in providing information for Pell-Eligible students in navigating the college process? The study looked at the experiences of Pell-Eligible students who applied to and were accepted at Green Mountain University (GMU), a public four-year university in the Northeast region of the US. I interviewed undergraduates of GMU, the financial-aid officers of GMU, and professionals from the Vermont Higher Education Agency (VHEA). The goal of the study was to find areas where higher education institutions, high schools, and government agencies, can provide better support, more transparency, and ease the navigation process for Pell-Eligible Vermont students as they make decision and navigate the financial aid process in order to enroll into college after high school graduation.

This study includes the experiences of six first-generation Latinx alumnae who attended three private, predominantly-White universities in Southern California. It applied a critical race theory (CRT) framework and an anti-deficit ideology to their experiences. Importantly, because the participants and the researcher are of different identities, the study employed principles of culturally responsive methodologies (CRM). Most quantitative research and existent theory concerning first-generation Latinx collegiate women excludes the voices of first-generation Latinx alumnae, so this study included the telling of their counter-stories concerning their undergraduate experiences. These experiences included identity-threat, microaggressions, and the enactment of White privilege. Additionally, their counter-stories contradict majoritarian stories concerning first-generation students and their families, as well as institutional values of fairness, meritocracy, colorblindness, and diversity. The methodology of the study was CRT counter-storytelling. Concepts of narrative inquiry informed the research design. Counter-stories of the participants were shared during conversations and interviews, then interpreted using the framework of CRT and a method of thematic analysis. All members of the study have graduated with a bachelor’s degree, and their experiences provide direction for additional research concerning first-generation theory as it applies to Latinx collegiate women, as well as implications for policy and praxis regarding the future experiences of Latinx students on U.S. higher education campuses.

There has been an increase in the number of first-generation adult learners in higher education institutions. However, literature has revealed limited information on the experiences of first-generation adult learners and their perception of the barriers they face in higher education. The purpose of this phenomenological study was to examine the experiences of 6 first-generation adult learners attending a higher education institution and their perception of the barriers they faced. The theoretical foundations were andragogy theory and social-cognitive career theory. Data were collected using purposeful interviews and data were analyzed using iinterpretative pphenomenological aanalysis. Five detailed patterns were identified: (a) students experienced specific barriers associated with anxiety and fear; (b) students were able to adapt to change and overcome their barriers; (c) students viewed education as a way out of their present situation and welcomed it as a positive influence; (d) students viewed the barriers as normal life challenges; and (e) the availability of supportive services made a difference in the adult learning environment. Findings from this research will contribute to the knowledge and experiences of first-generation adult learners in higher education institutions and the unique barriers they face. In addition to the development of effective programs designed for first-generation adult learners, administrators, staff, and faculty in higher education institutions can use the data generated from this study to improve overall retention/graduation rates for underserved populations in higher education by identifying any obstacles to success and implementing intervention policies.

Many first-generation students (FGS) succumb to challenges and barriers and ultimately give up on their educational goals. Little is known about FGS who graduate and are successful in their discipline. The purpose of this qualitative study was to explore factors that influenced the persistence of FGS who graduated and are employed in the healthcare field. The theoretical framework consisted of experiential learning, identity development and environmental influence, and social cognitive career theories. The research questions focused on how FGS made decisions to graduate, interpreted their academic learning experiences, and perceived academic support received in the college environment. Data was collected from questionnaires designed by the researcher and emailed to 12 participants, and from college retention, enrollment, licensure, and safety and security reports. Data analysis involved open and axial coding and application of the NVivo software package, whereby 8 themes emerged. Findings indicated that (a) family support, mastering a skill, and challenges and academic successes supported FGS' decisions to graduate; (b) inspiration, vocational interest, and self-awareness defined and described FGS' academic learning experiences; and, (c) faculty and student engagement and environmental support revealed the academic support FGS received in the college environment. The study suggested ways in which the persistence of FGS in community college healthcare programs can be improved. Implications for future research into variables that influence the persistence of FGS were discussed. Improving the retention of FGS and widening the pool of community healthcare workers can impact positive social change by contributing to social welfare and economic development.

An increasing number of first-generation college students enroll in college each year. However, according to national statistics, as many as 900,000 first-generation college students drop out each year. Colleges have developed summer bridge programs to help first-generation students succeed; participants have shown an increase in grade point average (GPA) and retention. There is limited research focusing specifically on private nonprofit university bridge programs, and national statistics show 34% of first-generation college students electing private universities. Thus, the purpose of this quantitative cross-sectional study was to evaluate a private nonprofit university bridge program called the Pfeiffer Readiness Education Program. Using the Seidman retention model as a theoretical framework, this study investigated student satisfaction, retention, GPA, and credits earned versus attempted for first-generation participants in an early intervention program. To determine statistical significance between groups of first-generation participants (n = 39) and first-generation nonparticipants (n = 35), t test is used. The early intervention program demonstrated statistical significance (p < .05) between participants and nonparticipants in student satisfaction, retention from Fall 2016 to Spring 2017, retention from Fall 2016 to Fall 2017, GPA in Fall 2016, GPA from Fall 2016 to Fall 2017, and credits earned versus attempted ratio for Fall 2016 to Fall 2017. This study may provide staff of similar institutions with understanding of the importance of early intervention programs for first-generation college students. Programs to retain and graduate first-generation college students could promote positive social change.