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No description available.

No description available.

No description available.

College retention, persistence, and success levels continue to be lower for students of color, first-generation students, and low-income students compared to the White majority. This study, focusing on African American males from Philadelphia, set out to investigate the challenges that young, urban, low-income, and first-generation students face in their transition to and enrollment in institutions of post-secondary education. To accomplish this goal, the study at hand focused on two primary questions: RQ 1: What tools do young Black first-generation college students who go to school in and around their city of origin utilize in order to gain entry to institutions of post-secondary education and successfully transition to these institutions? RQ 2: How are young Black first-generation college students who go to school in and around their city of origin able to successfully navigate academic obligations and social responsibilities in their first year of college? To answer these questions, a qualitative research study was designed, and six young men fitting the criteria above were interviewed over the course of their first year of college. In total, each student participated in four interviews. Additionally, participants submitted their college entrance essays and personal statements, which were reviewed to confirm their narratives and coded for themes. Finally, college counselors for the non-profit that assisted each young man in his college planning were interviewed. These interviews focused on the counselor’s perception of success at the post-secondary level, and the ways that their non-profit could assist students. Student engagement theory, paired with a Critical Race paradigm, served as the primary theoretical lens through which data were analyzed. Additionally, literature on student resilience and self-efficacy was used to inform the interpretation of the data. Key findings include: the significance of family support during a student’s transition to college, the myriad ways that a student’s intersecting identities play a role in the collegiate experience, and the importance of engaging in campus life to form strong support networks and succeed academically. The young men of this study faced myriad challenges in the journey towards a college degree. From complex family relationships, to navigating stigma surrounding their identities, the obstacles facing these men are great. However, through forming a network of campus connections and using their past challenges to inform future decisions, the young men of this study are resisting stereotypes and pursuing their goals. Developing resilience and self-efficacy through self-reflection, vicarious experiences of trusted mentors and family members and supportive peer networks has and will continue to allow the young men of this study to achieve their goals. / Urban Education

This qualitative study explored motivational factors informing the choice to pursue graduate study among 14 first-generation Liberal Arts, college graduates from Striver, a large, urban, public university. As a graduate degree has increasingly become the common gateway for upward social mobility in U.S. society, identifying the source of this population's post-baccalaureate motivations and value assessments of an advanced degree will contribute to a broader understanding of college student aspirations and potential barriers to academic and professional success for students from first-generation backgrounds. Analysis of student narratives through the respective lenses of Eccles' et al., (1983) Expectancy-Value and Bandura's (1986) Self-Efficacy Theories yielded four major themes. The first identified the role of critical socializers in co-creating expectations for high achievement (even within lower attainment environments). The second demonstrated the prevalence of incongruous appraisals of ability (as defined by GPA and self-reported past performances) in assessments of efficacy for graduate study. The latter themes identified perceived values and costs associated with the choice process and raised further questions about access to timely and reliable information to inform these value assessments. These four emergent themes were relatively consistent with Battle and Wigfield's (2003) finding on the role of intrinsic, attainment and utility value in graduate choice, but offered a slightly nuanced understanding of what is termed here as "social impact values" and subsequent costs to post-baccalaureate choice. With institutions of higher education serving key roles in student progression from the undergraduate to graduate level, this research sought to inform future institutional approaches toward engaging and supporting first-generation college students seeking advanced degrees. Research on the choice process of graduate degree-seekers has been primarily quantitative in nature, so the present study adds a missing qualitative voice to this growing body of work. / Educational Administration

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This study explores the experiences of first-generation Somali immigrants working for Swedish political parties, shedding light on their challenges, opportunities, and contributions to the political sector. Through a qualitative case study approach, five semi-structured interviews were conducted. Tajfel and Turner's (1979) social identity theory and Crenshaw's (1989) intersectionality theory guided the study. The study revealed the significant barriers to entry that the participants face, including cultural and language barriers, prejudice and discrimination, and a lack of social and political networks. In addition, the study found that while the participants experienced exclusivity and resistance within the party, they also reported experiencing opportunities for political engagement, including support from fellow party members and advancement. Moreover, the findings suggest that political parties can play a crucial role in promoting immigrant political integration by providing opportunities for community engagement, training, and mentorship. However, the findings also highlight the need for more inclusive and culturally responsive policies and practices within political parties to better support the political participation and representation of immigrant politicians in political parties. This study adds to the literature by enhancing our understanding of the challenges of immigrant political integration.

Students who are the first in their families to attend college are less likely to earn a college degree as compared to their continuing-generation peers. In efforts to increase college graduation rates for first-generation college students, support programs designed to assist first-generation college students are increasing in numbers. These first- generation programs are relying on existing research to build effective curriculums. Even though an extensive body of literature exists in the fields of self-efficacy and first- generation college students, research investigating the self-efficacy of first-generation college students are extremely limited. The research is further limited when examining academic self-efficacy and generational status. The purpose of this study is to investigate if parental levels of education affect college students’ self-reported levels of academic self-efficacy. The following research questions guided this study: 1) Do survey response hierarchies differ between first-generation college students and their continuing- generation counterparts on a scale that measures academic self-efficacy?, 2) Do levels of item endorsability vary based upon parental levels of education? and 3) Do the results produced from the college student survey support the existing literature on first- generation college students and academic-self-efficacy? Quality control indicators were utilized to assess the soundness of the instrument and to ensure that the rating scale functioned appropriately. Variable maps were used to compare and contrast student responses and item hierarchies. Pairwise differential item functioning (DIF) was used to examine item endorsability based upon levels of parental education. Results encourage practitioners to be mindful of the importance of data-informed decision making.

The purpose of this study is to demonstrate the use of social network analysis to examine the peer involvement and supportive relationships of students living within an exclusively first-generation RLC. Using network surveys targeted toward a first-generation population, the networks of first-year residents were visualized and measured. The supportive peer relationships that provided students with encouragement, validation, and academic assistance were identified, as well as the networks for friendship and study partnership. The networks identified for this study were examined to find if change occurred between the start and the end of the semester. Multiple regression QAPs were performed to explore if the RLC’s social programming displayed an association with the network ties students formed at the end of their first semester. The results of these analyses are presented, in addition to recommendations for future research studies and evaluations. This study indicates that first-generation RLCs can gain a great deal of information about their students’ social involvement using social network analysis techniques, as well as investigate if students are acquiring support from peers as intended.