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This longitudinal study examined the impact of participation in the federally funded Talent Search program at The University of Tennessee, Knoxville. The Talent Search program provides career exploration and counseling services to low-income students with the potential to be first-generation college graduates. Postsecondary education enrollment rates of 758 Talent Search participants were compared with enrollment rates of a control group of 450 individuals who were eligible for Talent Search services but did not participate. Chi-square analysis revealed that Talent Search participants were significantly more likely to enroll in postsecondary education than were members of the control group (p < .001). These results have implications for career development services provided to low-income, potential first-generation college graduates.  相似文献
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This ethnographic case study examined first-year, first-generation, low-income Latino/a college students’ social experiences and familial support during their transition from a charter high school to four-year universities. Through interviews and observations, we found that maintaining communication and building relationships among high school and college peers, high school faculty and staff, and college professors were essential to navigating the educational system; also, having a family that supported their academic work to allow students to only focus on their coursework was important.  相似文献
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Through an examination of 13 first-generation college students’ views, this paper aims to provide one possible lens to viewing the complex social and academic landscapes that impact on students’ academic identity construction. Academic and social experiences within and beyond the safety net of a mentoring program are explored. The paper concludes with recommendations for campus-wide initiatives for the support of the focal students.  相似文献
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Black students are underrepresented in doctoral programs in social work, and the disparity calls for greater attention to the preparation of such students for doctoral programs. Toward this goal, this article examines the sociocultural influences on the matriculation of Black students in social work who are the first in their family to pursue a doctoral degree. The author expands on the general concept of first-generation college students to capture a more inclusive population of students who may be equally disadvantaged in doctoral programs in social work. The author also identifies strategies social work faculty and administrators can use to facilitate the entry and achievement of Black students in the doctoral pipeline.  相似文献
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Few researchers have considered the influence of school context, an important construct at earlier ages, on late adolescents' college adjustment. In a sample of second-semester freshmen (N = 266), the authors explored associations between a sense of school belonging and academic and psychological adjustment. Students' reports of belonging at the university as well as in high school were both significant in predicting current academic (e.g., grades, academic competence) and psychological adjustment (i.e., self-worth, internalizing and externalizing problem behaviors), even after controlling for other important demographic and relationship factors. Last, the authors found that parental education (i.e., whether the participant was a first-generation college student) interacted with high school belonging in predicting externalizing problem behaviors.  相似文献
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The purpose of this study was to determine the effects of student motivation, unwillingness to communicate, first-generation college status, and biological sex on students' public speaking grades. A standard multiple regression analysis tested the hypothesis. Participants were enrolled in public speaking courses at two midwestern universities. The only independent variable with a significant main effect was biological sex. While this finding was consistent with earlier research, biological sex differences outweighed other understudied variables. These results require further investigation.  相似文献
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Gifted children from low-education backgrounds often experience barriers to educational and career success. This article reviews the growing body of literature regarding gifted students from low-education backgrounds and the related literature on the challenges and characteristics of first-generation college students. A mother and daughter interview provides a contextual example of the issues identified in the literature review. Implications for educators and practitioners are suggested, including ways in which elementary and middle schools can proactively address the issues facing low-education background students in gifted programs.  相似文献
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This single case study takes a phenomenological approach using the voice centered analysis to analyze qualitative interview data so that the voice of this first‐generation college student is brought forward. It is a poignant voice filled with conflicting emotional responses to the desire for college success, for family stability, for meaningful friendships, and for understanding the self. In combination with other research calling for an expansion of the dominant theory of persistence, this research raises the importance of elevating family relationships in the student persistence model.  相似文献
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基于疫情期间上海39所本科院校在校生线上提供的64949份有效问卷,本研究设计了《本科生在线自我调节学习量表》并进行信效度检验。回归统计结果表明:家庭第一代大学生在线自我调节学习的自评得分均值显著低于非家庭第一代大学生,在控制学习动机与就业焦虑这两个潜在影响机制之后,这种差距明显缩小乃至不再显著;学习动机的解释力度最大,尤其是“努力解决学习中的问题”与“喜欢阅读与专业相关的书籍”这两项与内在动机相关的行为表征;就业焦虑对本科生在线自我调节学习有显著的负面效应;加入交互项之后的回归结果支持学习动机这一潜在变量的调节作用,进而揭示未来对家庭第一代大学生在线学习的有效干预可侧重于内在动机的激发。  相似文献
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