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The Meaning Of College Access And Persistence For Low Income First Generation College Students
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Book Synopsis The Meaning of College Access and Persistence for Low-income, First-generation College Students by : Jan L. Smith
Download or read book The Meaning of College Access and Persistence for Low-income, First-generation College Students written by Jan L. Smith and published by . This book was released on 2011 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis First-generation Students by : Anne-Marie Nuñez
Download or read book First-generation Students written by Anne-Marie Nuñez and published by DIANE Publishing. This book was released on 1998 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Moving Beyond Access by : Jennifer Engle
Download or read book Moving Beyond Access written by Jennifer Engle and published by . This book was released on 2008 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Latino Education Crisis by : Patricia C. Gandara
Download or read book The Latino Education Crisis written by Patricia C. Gandara and published by . This book was released on 2010 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on both extensive demographic data and compelling case studies, this book reveals the depths of the educational crisis looming for Latino students, the nation's largest and most rapidly growing minority group.
Book Synopsis The State of College Access and Completion by : Laura W. Perna
Download or read book The State of College Access and Completion written by Laura W. Perna and published by Routledge. This book was released on 2013-07-18 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite decades of substantial investments by the federal government, state governments, colleges and universities, and private foundations, students from low-income families as well as racial and ethnic minority groups continue to have substantially lower levels of postsecondary educational attainment than individuals from other groups. The State of College Access and Completion draws together leading researchers nationwide to summarize the state of college access and success and to provide recommendations for how institutional leaders and policymakers can effectively improve the entire spectrum of college access and completion. Springboarding from a seminar series organized by the Advisory Committee on Student Financial Assistance, chapter authors explore what is known and not known from existing research about how to improve student success. This much-needed book calls explicit attention to the state of college access and success not only for traditional college-age students, but also for the substantial and growing number of "nontraditional" students. Describing trends in various outcomes along the pathway from college access to completion, this volume documents persisting gaps in outcomes based on students’ demographic characteristics and offers recommendations for strategies to raise student attainment. Graduate students, scholars, and researchers in higher education will find The State of College Access and Completion to be an important and timely resource.
Download or read book Purposeful Persistence written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Undergraduate populations at colleges and universities have become increasingly diverse in recent years, and one of the greatest shifts has been the steadily increasing numbers of first generation college students (FGCS), students whose parents did not attend college. Studies of FGCS have concluded that retention is less likely for FGCS than continuing generation college students (CGCS). According to the literature, FGCS are more likely to be academically under prepared, come from low income and minority backgrounds, and be less engaged in the college experience than CGCS. In exercising this attention, many colleges and universities have developed retention strategies focusing on characteristics of FGCS that might put them at risk for not completing a degree. Initially, these contrasts between FGCS and CGCS were regarded widely as deficits of the first-generation population. In recent years, however, some institutions of higher education have shifted in their approach from an "individual deficit model" focused on the shortcomings of individual students to a deeper understanding of how institutional conditions encourage or discourage students from staying in school. This evolving emphasis includes a shift in responsibility for students' college going success -- from the individual to the institution. These contrasting and evolving ideas present a complex but incomplete picture of how colleges work or do not work for first-generation college students. This study explored the characteristics and perspectives of FGCS and the institutional conditions, policies and practices affecting first year persistence at a low persisting rural four-year university. I examined three broad questions: What are the critical characteristics of FGCS who persist past their first year at the University? What implications do these characteristics have for retaining FGCS beyond the first year of college at the institution? What implications do these attributes hold for other colleges and universities seeking to retain FGCS? Confounding results were found after analyzing demographic and academic data on FGCS; although similar to other FGCS in terms of at-risk characteristics, they were out-persisting and performing their CGCS peers. In order to understand this counterintuitive finding, institutional policies and practices were explored, and focus groups were conducted investigating the perceptions of FGCS towards college persistence. The findings suggest that the restricted focus on external attributes of students fall short in explaining FGCS persistence. This study illustrates that institutions of higher education can better support first generation college students if they make available the freedom for individuals to develop naturally, learn through experience, and engage in the formation of their purpose (based on Dewey's 1938 work). It is up to leaders in institutions of higher education and researchers to extend the focus and support beyond external attributes of first generation students and include a focus on internal characteristics, providing a more complete picture of how colleges work or do not work for them.
Book Synopsis College Access by : Michael S. McPherson
Download or read book College Access written by Michael S. McPherson and published by . This book was released on 2006-10-03 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Michael S. McPherson is president of The Spencer Foundation in Chicago, a foundation that researches how education can be improved. He is a former president of Macalester College in Minnesota. A nationally known economist who focuses on the interplay between education and economics, McPherson is the coauthor of "Economic Analyses and Moral Philosophy." Morton Owen Schapiro has been president of Williams College in Williamstown, Massachusetts, since 2000. An authority on the economics of higher education, he has written more than 50 articles and has coauthored five books with Michael McPherson, including "The Student Aid Game "and "Keeping College Affordable." America is often seen as a land of golden opportunity, but for many young people the statistics on college enrollment paint a different picture: Students from low-income families are less likely to graduate from high school and go on to college, and low-income students who do attend a post-secondary institution are most likely to enroll in public community college rather than an elite school. "College Access": "Opportunity or Privilege?" addresses the problem of unequal educational opportunity in the U.S. through essays and studies detailing the disadvantages of our country's low-income students. Back by quantitative data and expert analyses, "College Access" highlights the underlying problems while presenting opportunities for positive change. The authors, analysts of higher education and economic policy, discuss various models colleges can use to educate low-income students and argue that it is imperative to give these students full access to high cost colleges as well as low cost ones in order for the country to remain globally competitive. "Michael McPherson and Morton Owen Schapiro have been joined by sixteen other scholars to produce an important and useful book that presents an integrated, data-rich view of the realities and issues regarding access to higher education in America. It considers three sweeping themes: the future of affirmative action in admissions, the financial and educational issues regarding college attendance by low-income students, and policy recommendations to improve college attendance by low-income level students. It is of great importance to policymakers and educational leaders."--Charles M. Vest, Professor and President Emeritus, Massachusetts Institute of Technology "Michael McPherson and Morton Owen Schapiro have been joined by sixteen other scholars to produce an important and useful book that presents an integrated, data-rich view of the realities and issues regarding access to higher education in America. It considers three sweeping themes: the future of affirmative action in admissions, the financial and educational issues regarding college attendance by low-income students, and policy recommendations to improve college attendance by low-income level students. It is of great importance to policymakers and educational leaders."--Charles M. Vest, Professor and President Emeritus, Massachusetts Institute of Technology "This book shines important new light on the issue of economic inequality in postsecondary education in the United States. But of equal importance, it shows practical ways for effectively tackling this devastating national problem. I hope it will serve as a spur for us to build the coalition that is needed to bring real change."--Bob Wise, President, Alliance for Excellent Education, and former Governor of West Virginia "Building on the contributions of the book "Excellence and Equity in American Higher Education," "College "takes an important next step toward achieving access to college for low-income students. It gives us a comprehensive and nuanced look at the institutional, political, and societal factors creating inequality in our higher education system. This is a great book and a valuable guide, not only for all those working to expand educational opportunity in this country, but for anyone interested in social science."--Lester Monts, Senior Vice Provost for Academic Affairs, University of Michigan "Michael McPherson and Morton Schapiro are uniquely positioned to shed light on the distressing and persistent inequalities in educational opportunity in the United States. They and the impressive group of co-authors provide invaluable background and insights into the barriers facing low- and moderate-income students. This book will strengthen the efforts of policymakers, higher education professionals, researchers, and student advocates whose partnership is required to develop constructive solutions to these pressing social problems."--Sandy Baum, Professor of Economics, Skidmore College
Book Synopsis Clearing the Path for First-Generation College Students by : Ashley C. Rondini
Download or read book Clearing the Path for First-Generation College Students written by Ashley C. Rondini and published by Lexington Books. This book was released on 2018-06-07 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clearing the Path for First-Generation College Students comprises a wide range of studies that explore the multidimensional social processes and meanings germane to the experiences of first-generation college students before and during their matriculation into institutions of higher education. The chapters offer timely, empirical examinations of the ways that these students negotiate experiences shaped by structural inequities in higher education institutions and the pathways that lead to them. This volume provides insight into the dilemmas that arise from the transformation of students’ class identities in pursuit of upward mobility, as well as their quest for community and a sense of “belonging” on college campuses that have not been historically designed for them. While centering first-generation status, this collection also critically engages the ways in which other dimensions of social identity intersect to inform students’ educational experiences in relation to dynamics of race, ethnicity, socioeconomic class, gender, and immigration. Additionally, this book takes a holistic approach by exploring the ways in which first-generation college students are influenced by, and engage with, their families and communities of origin as they undertake their educational careers.
Book Synopsis Navigation of First-generaton, Low-income, First-year College Students by : Amber S. Williams
Download or read book Navigation of First-generaton, Low-income, First-year College Students written by Amber S. Williams and published by . This book was released on 2015 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving educational opportunities for first-generation, low-income students is critical to the future of youth in the United States. First-generation, low-income students are less likely than their more affluent peers to pursue and complete college degrees (Harvey & Anderson, 2005). In 2012, 52% of students from low-income families enrolled in postsecondary institutions as compared to 82% of students from high-income backgrounds (National Center for Education Statistics, 2012). The data is clear: first-generation, low-income students are not completing college degrees despite the country's best efforts to improve the educational system. There are numerous benefits of having a college education including higher salaries, greater civic engagement, better health, and more satisfaction in life (Le, Mariano, & Faxon-Mills, 2013). College access programs have the ability to increase the rate of those attending college by providing first-generation, low-income students with academic and social services. Despite the large numbers of college access programs, there are gaps in the college access literature, particularly concerning program design and how students perceive their experiences in these programs (Le et al., 2013). This dissertation focuses on full-time, first-generation, low-income college students and how they negotiated their first years of college at a Midwestern, predominantly White institution, in one college access program. This qualitative study provides a unique viewpoint from both the perspectives of these successful first-generation, low-income students and from their perceptions of the Next Generation program, and further enhances the research on college access programs and college retention. College preparedness, strong social networks, and isolation were three themes that emerged from this study. Key findings include the need for college access programs to improve support for students in building powerful social networks and in creating strategies to overcome the psychological effects of being first-generation, low-income students. This research will be helpful to similar college access programs, as well as secondary and postsecondary institution administrators. It better informs federal and state education policy and furthers the conversation about college access programs and college retention.
Book Synopsis The Attainment Agenda by : Laura W. Perna
Download or read book The Attainment Agenda written by Laura W. Perna and published by JHU Press. This book was released on 2014-05 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: "While the federal government seeks to promote educational attainment and equity through its extensive investment in student financial aid, states have primary responsibility for policies that affect the educational attainment of their populations. Despite the centrality of state policy, however, we know relatively little about the relationship between state policy and these outcomes. This book addresses this knowledge gap. Drawing on data collected from descriptive case studies of the relationship between public policy and higher education performance in five states (Georgia, Illinois, Maryland, Texas, and Washington), this book offers a more complete conceptual framework for understanding how state public policy can promote educational attainment. The resulting framework has five central tenets that help us understanding how to improve overall educational attainment and increase equity in that attainment. At its core, the model assumes that higher education performance is determined by effective state policy leadership for higher education. The book also illustrates the need for state policies that reduce the cumulative negative implications of policies that perpetuate differences in educational outcomes across groups and that proactively address the barriers that limit educational attainment for underachieving groups. This book has important implications for public policymakers, college and university leaders, educational researchers and others who are interested in understanding how public policy can improve educational attainment and equity in attainment across groups"-- Provided by publisher.
Book Synopsis Making Access Accessible by : Deanna Pierro
Download or read book Making Access Accessible written by Deanna Pierro and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates the role of informality in higher education and challenges the current view of access as admission into higher education institutions. In doing this, this study looks at a current state-funded student support program, Raising Educational Achievement through Collaborative Hubs (REACH), at a California State University. Using existing data sets and focus group responses, this study seeks to answer the research question: What is the role of informality used by student support programs and institutional agents in facilitating access to higher education for first-generation, low-income students within a formal institution? The findings elucidate the ways in which informality influences students’ access to information and resources, social capital, and cultural capital – all vital components of student success. This study highlights how informality may be leveraged to increase access to these components for first-generation, low-income students.
Book Synopsis College Persistence Stories of Low Income, First-generation Students by : Gretchen L. Jewett
Download or read book College Persistence Stories of Low Income, First-generation Students written by Gretchen L. Jewett and published by . This book was released on 2008 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Low income, first-generation college students face many barriers in their pursuit of a college degree. As a result, the retention rates for this student population have traditionally been lower than for other student populations. In order to support the persistence of this student population it is important to study the experiences of those students who are persisting in college. This study explores the college experiences of seven low income, first-generation students who are persisting in college, in order to better understand how university faculty and staff can better support degree attainment for this student population. This qualitative study addresses the question, "What are the experiences of persisting low income, first-generation students during their enrollment in college?" The study also addresses the two secondary questions, "What factors contribute to low income, first-generation student persistence?" and "How can their university better support low income, first-generation students to graduation?" This study explores the emerging themes of the challenges this student population faces and their personal drive and motivation to persist in college, as well as experiences with advising and orientation, academic support resources, and non-academic support resources. The end result of this study is a set of suggestions for how university faculty and staff can provide resources to better support low income, first-generation students in their college persistence.
Book Synopsis Persistence of Low-income First-generation College Students from Rural Communities by : Melissa Goyait
Download or read book Persistence of Low-income First-generation College Students from Rural Communities written by Melissa Goyait and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Barriers and Successes First-Generation Students Face in Their Path to Higher Education by : Anna Laura Lozano-Partida
Download or read book Barriers and Successes First-Generation Students Face in Their Path to Higher Education written by Anna Laura Lozano-Partida and published by . This book was released on 2018 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: For first-generation college-going students, education is an opportunity to break out of their inherited socioeconomic status. Though this resource is available to first-generation college students, they are not accessing postsecondary opportunities as much as their non-first- generation counterparts. Prior research has shown that students with college educated parents have a greater advantage in accessing higher education over first-generation college students. Most first-generation college students and their parents have limited access to social networks and information, and this causes a reliance on the K-12 system for direct guidance in their quest to higher education. This dissertation explores the challenges and successes first-generation college students face in accessing higher education. Interviews were conducted with fifteen first-year, first- generation college students from a mid-size public university. Data were analyzed and coded for themes and patterns. The goal was to gain insight into these students' stories and the factors they identify as key in increasing their access to higher education. Findings show that first-generation students find motivation through their families. Not all motivation comes from positive family experiences, but these students desire to attend college so they can have a "better life" with or without the support of their families. The K-12 system continues to provide procedural information and access to higher education, but the process seems to start too late for many students. Most students recall receiving college information in high school but not so much in elementary or middle school. Teachers, counselor and programs provide access to higher education but these supports vary from school to school. Though first-generation students are making it to college, they struggle to understand the financial aspects of higher education and therefore limit their selection to colleges that are affordable rather than their "dream schools." This study yields important implications that can assist aspiring first-generation college students. This research also has the potential to assist and guide educational systems in better supporting the needs of these students.
Book Synopsis Empty Promises the Myth of College Access in America by :
Download or read book Empty Promises the Myth of College Access in America written by and published by DIANE Publishing. This book was released on with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Increasing Access to College by : William G. Tierney
Download or read book Increasing Access to College written by William G. Tierney and published by State University of New York Press. This book was released on 2012-02-01 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time when college enrollment rates for low income and under-represented students are far below those of non-minority students, policies and practices designed to increase access should be a priority for colleges, universities, high schools, and community agencies. Increasing Access to College examines pre-college enrichment programs that offer a specific and immediate remedy.
Book Synopsis The Cultural Pathway to Higher Education by : Jesse Foster
Download or read book The Cultural Pathway to Higher Education written by Jesse Foster and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Approximately 1-in-3 students on American college campuses come from families who have little to no experience in higher education. Despite their growing presence, many potential first-generation students, those without a parent who has completed a bachelor's degree, will never set foot on a college campus, and those who make it face significant adjustment and persistence challenges. Research on first-generation students has overwhelmingly portrayed this student group as uniformly disadvantaged when it come to gaining access to and achieving success in college. As a result, these students have become the target of pre-college support programs and practices that aim to improve college preparation. Critical to improving the access to and success in higher education for first-generation students is a high school environment that encourages and prepares students to pursue a college education. More specifically, studies have shown that a high school's college-going culture can have a positive impact on students' aspirations and college-going rates. Conceptually, college-going culture is useful for exploring the pathway to higher education faced by first-generation students, particularly as these students rely heavily on the school for support and guidance. However, research on college-going culture has not focused extensively on at-risk students and their aspirational development. This study follows 23 low-income, first-generation students across seven high schools in Missouri. Relying on longitudinal, qualitative data I explore how first-generation students experience the postsecondary aspiration and decision-making process in different college-going culture environments. Contrary to the majority of research on first-generation students, I find distinct variation in how these students approach and experience the postsecondary process. I argue that first-generation students fall into three distinct, yet fluid, categories based on their relationship and engagement with school, their approach to academics and the college process, their system of social supports, and their knowledge of and connection to their future aspirations. I find that the different types of college-going cultures interact with and influence these student categories in important and complex ways by providing varied levels of resources, support, and exposure to postsecondary opportunities.
