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This exploratory research focuses on the often-overlooked demographic of first-generation students (fgs) in indian higher education, aligning with the goals of the new national education policy (nep). With an estimated 121 million fgs facing unique challenges, the study delves into the lack of awareness about fgs in india and the impact of intrinsic/extrinsic factors on their academic performance. The research employed purposive sampling for fgs, with 108 participants aged 18 to 21, utilizing close-ended questions in the questionnaire. Continued generational students (cgs) were sampled using convenience sampling, with a similar age range and sample size. Parents of fgs, the third target audience, were selected through purposive sampling, with 80 participants interviewed using a combination of open and close-format questions. The study explores the interplay between intrinsic and extrinsic factors, categorizing them into internal motivations and external influences. Despite constituting a significant portion of the student population, fgs lack official recognition, emphasizing the need for nep-driven interventions. Acknowledging limitations, including data authenticity and a restricted sample size for fgs parent interviews, the research recommends addressing the lack of awareness, parental support, and economic instability. Proposals include officially recognizing fgs in the education system, conducting further research, and implementing supportive schemes. In conclusion, the research anticipates heightened awareness leading to improved support for fgs. Aligned with nep and united nations' sustainable development goals 4 and 10, this paper provides actionable recommendations for policymakers and institutions, aiming to empower fgs and contribute to a more inclusive and equitable education landscape. [ABSTRACT FROM AUTHOR]

First‐generation students cope with challenges deriving from a lack of knowledge regarding higher education. This lack of knowledge is particularly relevant for minorities groups. In this context, parental involvement can be regarded as a meaningful pathway for enrolment and advancement in higher education. The study examined the perceptions of Druze students from the Golan Heights in Israel, who are considered to be a minority group and are first‐generation students, regarding their parents' involvement in their higher education studies. 15 Druze were interviewed. Using thematic analysis, it was found that parents' support is reflected in a high appreciation of education, due to the absence of opportunities during their own childhood, alongside moral and indirect academic support. The study contributes to understanding the intersection of being part of the Druze minority with being first‐generation students, highlighting these students' ways of overcoming barriers in the context of national and ethnic challenges. [ABSTRACT FROM AUTHOR]

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Copyright of Zeitschrift für Bildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Australian university students who are the first in their family to attend university are more likely to encounter challenges in their transition to university, and programs to support students are important for success and retention. Fifteen first-in-family (FiF) students participated in an Australian-first pilot orientation program. Program students had better engagement (attendance and study hours) and higher grades compared to a control group. There were no group differences in self-efficacy, program participants had steady social support over time while the control group experienced a decline across semester 1. Qualitative findings indicate that participants felt confident about their transition and did not report academic challenges. They had made connections and felt supported. Commute times were the most common adjustment reported.

Copyright of International Journal for Educational & Vocational Guidance is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: The aim of this article is to explore the lived experiences of low‐income, first‐generation students (FGSs) in career development and the role played by their families in this process. Background: The literature illustrates mixed results of the parental influence on first generation students' career development. Several studies portray low family involvement in students' career plans and outcomes. In contrast, the strengths‐based literature presents the family as the main "source" of FGS assets. However, there is a dearth of strengths‐based studies regarding FGSs' career development and family role. Method: A phenomenological study was carried out using semistructured interviews with twenty Romanian low‐income FGSs. Results: Low‐income FGS families rely on an extensive array of assets that help FGSs to navigate the academic system and to develop their careers, suggesting the role of familial capital. Despite this, several challenges jeopardize FGSs' career development. Conclusion: Familial capital is a useful concept for the analysis of career development for low‐income FGSs. Still, the extent to which students' strengths and their familial capital are sufficient for a coherent career development process is limited. Implications: The strengths‐based view can inform research aimed at identifying the assets of vulnerable populations. Within academia, familial capital should be recognized as a mechanism able to reinforce the capabilities and resources of low‐income FGSs. In‐school vocational and career counseling beginning in early career‐life periods can improve career development for those who may be the first in their families to go to university. [ABSTRACT FROM AUTHOR]

Australian university students who are the first in their family to attend university are more likely to encounter challenges in their transition to university, and programs to support students are important for success and retention. Fifteen first-in-family (FiF) students participated in an Australian-first pilot orientation program. Program students had better engagement (attendance and study hours) and higher grades compared to a control group. There were no group differences in self-efficacy, program participants had steady social support over time while the control group experienced a decline across semester 1. Qualitative findings indicate that participants felt confident about their transition and did not report academic challenges. They had made connections and felt supported. Commute times were the most common adjustment reported. [ABSTRACT FROM AUTHOR]

First‐in‐family (FiF) university students—or first generation students—are recognised to have disadvantages and lack social and cultural capital compared with non‐FiF students. The challenges FiF students encounter at university are well understood, however, their journey begins while still in high school. We call this high school cohort prospective FiF (PFiF) students and young people whose parents never attended university. This qualitative study explored the perspectives of 10 high school educators from Melbourne, Australia about the barriers and supports PFiF students encounter as they navigate the path to university. Participants identified that family inexperience, unsupportive attitudes at home and at school, lack of financial capacity and invisibility represented barriers. However, participants also explained that PFiF students can be resilient and motivated, especially when combined with appropriate support from schools, family, and university programmes. The findings highlight the challenges for PFiF and bring much‐needed attention to their challenges and needs in the early transition to higher education. [ABSTRACT FROM AUTHOR]

Management faculty members have had a longstanding interest in the design of the Introduction to Management Course as it presents an opportune point to provide students with the foundational skills for success in their Management Studies. Since many Management majors take these courses during their freshman year in the university, the courses are, intentionally or not, also settings for helping students transition to the university both academically and socially. This paper reports on a study of the 4-year outcomes associated with this potential of Introduction to Management courses to help with students' transition into university-level studies. Specifically, it contrasts 4-year graduation outcomes among three different Introduction to Management courses taken by a freshman business student cohort of a large, public, university. The study results show a course that focused on life skill building was associated with better 4-year graduation outcomes than theory-driven and business overview classes. Contrary to expectations, the study indicated that there were no significant differences among students enrolled in the classes in terms of other important student characteristics known to impact graduation rates, including underrepresented minority (URM) and first-generation status, SAT or ACT scores, self-reported GPA, and exposure to university-level URM student success and achievement programs. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The principles of diversity and inclusion are valued across the higher education sector, but the ways in which these principles are translated into pedagogic practice are not always evident. Students who are first in their family to attend university continue to report barriers to full participation in university life. They are more likely to leave their studies early, and to achieve lower grades in their final qualifications, than students whose families have previous experience of higher education. The purpose of this study was to explore whether a mismatch between staff perceptions and students' experiences might be a possible contributor to these disparities. The study explored and compared staff discourses about the experiences of first generation students at two universities, one in the United Kingdom (UK), and the other in South Africa (SA). One-to-one interviews were carried out with 40 staff members (20 at each institution) to explore their views about first generation students. The results showed that staff were well aware of challenges faced by first generation students; however, they were unsure of their roles in relation to shaping an inclusive environment, and tended not to consider how to use the assets that they believed first generation students bring with them to higher education. This paper explores these staff discourses; and considers proposals for challenging commonly-voiced assumptions about students and university life in a broader context of diversity and inclusive teaching practice. [ABSTRACT FROM AUTHOR]

To increase and diversify the US healthcare workforce, MSU Denver developed the health equity-based Health Careers Opportunity Program (HCOP). It provides scholarships/stipends, proactive advising, mentorship experiences, and training in key areas to first-generation, low-income, and students of color seeking health careers. In its first three years, program retention (95.6%) and university retention (90.6%) have been remarkably high. Students (n=130) reported high levels of support (93.2%), program engagement (94.2%), and confidence in career goals (94.1%) but lower engagement with other HCOP scholars (67%). Many want to work with patients experiencing health disparities (86.4%), and 36.9% want to serve in rural areas. Students responded most to proactive advising, mentorship experiences, and the health equity curriculum, suggesting these high-impact practices foster successful transition into health careers. [ABSTRACT FROM AUTHOR]

Policy efforts to enhance postsecondary access and completion often emphasize the construct of college readiness (CR). While most research has focused on defining and measuring CR, less has examined the perspectives of first generation students and the urban high school contexts in which many prepare for college. This study utilizes data from an ethnography of college preparation in a low-performing urban high school. Drawing on sensemaking theory, I explore how high-achieving college-bound seniors make sense of CR and what factors shape their sensemaking. Findings offer insight into how CR discourses manifest at the local level to shape opportunity for urban youth. [ABSTRACT FROM AUTHOR]

In recent years, research has brought attention to the heterogeneity of resources that first-generation students bring with them to higher education and the factors that assist in these students' social and academic adjustment to university life. However, few studies have focused on how these students' early socialization and experiences over the life course influence their adjustment experiences to university. Drawing on Bourdieu's habitus concept to explore the life histories of first-generation students at a midranked Swedish university, we identify three types of adjustment profiles—Adjusters, Strangers, and Outsiders—and highlight five key factors over the life course that explain why they differ: family resources, early social environment, educational experiences and opportunities, peers, and partners. Our findings suggest that class-related adjustment challenges in college can be traced to different levels of cultural capital acquired during first-generation students' early socialization but also to capital acquired through sustained contact with cultural capital–abundant social environments throughout their life course, resulting in subtle but consequential habitus adaptations. This study extends previous research in the field by exploring a broader set of social contexts that can spur first-generation students' cultural capital acquisition before college and facilitate their adjustment to higher education. [ABSTRACT FROM AUTHOR]

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Introduction: This study examines the role of individual agency and parental co-agency as resource factors enabling educational mobility (university enrolment and degree completion) among first-generation students.Methods: The study is based on Next Steps, a nationally representative cohort of UK students. Path models were run, linking different dimensions of agency assessed at age 13/14 to educational attainment by age 25/26, controlling for academic attainment and socio-demographic factors.Results: Educational mobility was predicted by student's expectation to go to university, their expectation of success, and school engagement during secondary school. In addition, parental co-agency played a significant role - highlighting the importance of parents in supporting upward educational mobility of their children.Conclusions: Multiple dimensions of agency are necessary for disadvantaged students to achieve academically. To support first-generation students, schools need to provide opportunities for them to become engaged in education, to experience mastery and to develop realistic expectations of success. [ABSTRACT FROM AUTHOR]

Higher education attainment has a powerful ability to increase the social and economic mobility of individuals and contribute to the human capital development of diverse communities and nations. Despite the numerous benefits of collegiate attainment, research has shown that opportunities to attain a college degree and advance within the academy are not the same for all students. Specifically, students from nontraditional college-going backgrounds—specifically first-generation college students—are often hindered by structures and norms that devalue their myriad social, cultural, and intersectional experiences and wisdom. While institutions of higher education have increased investment in improving student access and retention at the undergraduate level, comparatively little attention has been paid to the enrollment, persistence, and graduation of first-generation students at the graduate school level. This article examines the experience of "first-gen" graduate students and argues that, in order to undermine rather than replicate civically corrosive structures of class and race inequality over the long term, institutions of higher education must better support first-generation graduate students in their efforts to join the academic ranks. [ABSTRACT FROM AUTHOR]

This mixed-methods study served to better widerstand how collaboration between a TRIO Student Support Services (SSS) program and a First-Year Seminar (FYS) affects first-generation students ' success during their first year at college. Quantitative analyses assessed differences between non-participants, FYS participants only, and TRIO/FYS participants (N = 2720) in first-term GPA and persistence. Compared to non-participants, TRIO/FYS participants had significantly higher GPAs (2.61 versus 2.S3) and persistence (22% difference). This group also had higher persistence (12% difference) compared to the FYS only participants. Focus groups provided students' voices to share how these programs addressed the challenges faced by first-generation college students. [ABSTRACT FROM AUTHOR]

Copyright of Szociológiai Szemle is the property of Hungarian Sociological Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The first part of the study attempts to summarise the most frequently used and cited theories and empirical findings in the field of first generation students. The specialist literature has identified those factors (cultural background of family, parents’ special attitude toward learning, the features of the time-budget etc.) which can generate a disadvantageous situation within the higher education system for these students. However, the presence of this group is a significant indicator of the openness of a society and social mobility, and a more careful analysis of this population may reduce the drop-out rate, as well. During the empirical analysis two databases were used (Eurostudent VI, Hungarian Youth Research 2012 and 2016). Our results draw attention to the process of social closure and the decreasing chance of attending higher education for young people from lower social groups. This unfavourable shift can mirror the relatively closed features of Hungarian society, but at the same time it can make the distances among social groups more rigid.

Abstract: Navigating academic publishing is trying and complicated for both junior and established scholars. Some of the demands from the process come from the hidden curriculum within academic culture which is exacerbated by the tacit knowledge that only some folks possess. In this editorial, I explain some of my personal struggles with academic publishing as a First in the Family (FiF)/First Generation Student (FGS). I utilize my understanding as a way to frame an issue within academic publishing that I have personally experienced and observed in my CJNSE editorship: responding to reviewer comments. I then outline the components academic authors must include when replying to their peers’ assessments of their manuscripts, and provide an example of a method of how to do so. Fittingly, the work of the authors, Review Mentors (graduate student peer mentors), and Senior Review Editors (PhDs with publishing experience) in this issue highlights the mentoring qualities of CJNSE and how tacit knowledge can be shared in this publishing environment. The topics discussed in this issue include the shortcomings within English language learning courses for immigrants and refugees to Canada (Lam); the different qualities and emotional intelligence required of department chairs (Cowley); the need for curricula change to include death, dying, and grief in elementary curricula (Durant); querying the principalship as a democratic process (Kendrick); questioning the idea of universal values for education policy educators (Hankey); the tensions between Deweyan and Confucian educational philosophies in English language learning in China (Peng); the factors that mediate a language teacher's corrective feedback decision (Chen); the factors that affect an individual’s likelihood of reporting sexual assault on a post-secondary campus (MacKenzie); the ways in which washback and curriculum agreement are interconnected methods of classroom instruction (Sultana); the limitations and utility of Kimberly Maich & Carmen Hall’s “Autism Spectrum Disorder in the Ontario Context: An Introduction,” and explaining the importance of Jen Gilbert’s “Sexuality in School: The Limits of Education” to educators, particularly those in Canada (Virani-Murji).

The connection between students and faculty is a recognized component of student belonging and engagement. To better understand how these relationships are formed, we utilized a qualitative design to explore the ways in which faculty and staff at a mid-sized public university perceived their roles in supporting, and connecting with, students. Based on our focus group data, we identified three themes. The first theme defined the mentoring relationship in the university context. The second theme addressed the unique features of mentoring Underrepresented Minority (URM) and First Generation (FG) students. Our third theme focused on perceived barriers to mentoring, including personal, institutional, and student-related barriers. Our findings provide a first step in developing a framework for colleges and universities working to promote a culture of mentoring as a means to support students. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Drawing upon standpoint theory and phenomenology, this study chronicles the lived experiences of 16 successful female first-generation students of color as they pursued K-12 schooling and accessed higher education. Findings indicate that a complex set of school, family, peer, and personal factors affected students' lived experiences in their urban environments; three holistic student profiles illustrate the interconnectedness of these factors. Stories of successful female first-generation students of color demonstrate how they, despite facing numerous challenges, used resistance and resilience during their K-12 urban schooling and when accessing higher education. [ABSTRACT FROM AUTHOR]

Institutions play an important role in motivating students by understanding intrinsic and extrinsic factors that motivate students to remain in college. Postsecondary institutions should provide a range of programs to help these students face their challenges and weaknesses. Colleges and universities should escalate the process of creating bridge programs that link higher education to secondary education. These experiences provide academic and social pathways that assist first-generation students overcome inadequate preparation for college. It is recommended using creative approaches to motivate students, such as field trips, presentations by other first-generation college students, and collaborative planning for transition could benefit this population of students. [ABSTRACT FROM AUTHOR]

This paper looks at the social role played by community colleges, the students they serve, and some of the current challenges they face. Community colleges have always been multi-mission institutions and in recent decades have been leaders in enrolling students from diverse family backgrounds. 'Nontraditional' students make up the majority of community college students. This paper looks at the diversity of students in terms of race and ethnicity, first-generation college-goers, and students who are academically underprepared. The paper concludes with a discussion of the strengths of the community college experience for students coming from diverse backgrounds. [ABSTRACT FROM AUTHOR]

Using a qualitative study of distance education (DE) learners whose parents have not accessed post-secondary education (PSE), this paper proposes themes for further research in the study of first-generation students (FGS). This survey asked a number of open-ended questions about parental influences on university enrollment, and respondents’ reasons for choosing university in general and DE in particular. Findings were consistent with current research in many areas focusing on debt aversion, lower parental guidance, older starting age, and difficulty separating from familial roles. Differences were noted, including lower parental valuation of PSE and an increased emphasis on non-educational priorities, such as family and work. The limitations of the current study are discussed, as well as suggestions for future FGS research in DE.

This longitudinal study assesses the impact of the University of Arizona's New Start Summer Program (NSSP) on participants' first year GPA and retention, controlling for incoming student characteristics. While programmatic participation significantly predicted first-year GPA and retention, this relationship became insignificant when controlling for first-year college experiences and student development. Programmatic efficacy is largely determined not only by how practitioners develop participants' cognitive abilities, but also how effectively they connect them to social and academic support networks during their first year of college. Within this context, programmatic impact is likely indirect which poses a number of methodological and resource allocation issues for student affairs administrators and professionals. In addition, it highlights the need to assess the impact of summer bridge programs longitudinally while also having a demographically similar group of students who did not participate for comparison: Two areas generally absent from research on summer bridge program literature. Finally, the study was made possible because of a strong collaboration between the NSSP administrators and the research team, where the goals and needs of each group were supported by the other. [ABSTRACT FROM AUTHOR]

Using a qualitative study of distance education (DE) learners whose parents have not accessed post-secondary education (PSE), this paper proposes themes for further research in the study of first-generation students (FGS). This survey asked a number of open-ended questions about parental influences on university enrollment, and respondents' reasons for choosing university in general and DE in particular. Findings were consistent with current research in many areas focusing on debt aversion, lower parental guidance, older starting age, and difficulty separating from familial roles. Differences were noted, including lower parental valuation of PSE and an increased emphasis on non-educational priorities, such as family and work. The limitations of the current study are discussed, as well as suggestions for future FGS research in DE. [ABSTRACT FROM AUTHOR]