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First-generation undergraduates have a more challenging time succeeding in higher education than non-first-generation undergraduates due to a lack of cultural capital and their familial background. Previous research has found that financial and academic are significant stressors for undergraduates. First-generation undergraduates displayed higher levels of stress and an internal locus of control. To further inform how higher education institutions can develop support systems and resources for first-generation students, this study examines how an individual's trait anxiety and generational status may influence their locus of control when faced with academic or financial pressures. In this study, 131 undergraduates were randomly assigned to a vignette depicting a financial or academic scenario regardless of their generational status, followed by a trait anxiety inventory and locus of control questionnaire. Although previous research suggests that first-generation undergraduates were more likely to exemplify an internal locus of control, our findings reveal no significant difference between first-generation and non-first-generation undergraduates' locus of control, regardless of college pressure type. Also, participants' trait anxiety did significantly affect their locus of control. However, it did not reflect substantially an interaction effect, indicating the relationship between college pressure type and locus of control varies based on their trait anxiety. Instead, this suggests that higher education institutions should prioritize mental health resources for first-generation undergraduates. Future research must examine these effects to accommodate better and foster success for first-generation higher-education undergraduates.

PurposeHigher education may protect an individual against depressive symptoms, yet, disadvantaged socioeconomic status (SES) during childhood, often measured by lower parental education, may put them at higher risk for depressive symptoms later in life. This study evaluates if midlife depression is similar for first-generation and multi-generation college graduates.MethodsFor US Health and Retirement Study (HRS) participants ages 55-63 (N = 16,752), we defined a 4-category exposure from parents' (highest of mother or father's) and participant's own years of education, with 16 years indicating college completion: multi-gen (both ≥ 16 years: reference); first-gen (parents

Background: Nontraditional students bring to medicine inherent characteristics and perspectives that enrich the learning environment and contribute to expanding diversity in medicine. However, research has shown that these students, by virtue of their sociodemographic backgrounds, face unique challenges in medical education, which ultimately place them at a disadvantage compared to their peers. The purpose of this study is to explore relationships between sociodemographic characteristics, stress, and academic performance, in the context of outcomes that may be undermining efforts to diversify the physician workforce. Methods: Using a retrospective observational cohort methodology, we examined institutional and USMLE exam performance data in conjunction with Perceived Stress Scale-4 survey results from six cohorts of students at Kirk Kerkorian School of Medicine at UNLV (n = 358). Using independent samples t-test, mean stress and academic performance were compared between four sociodemographic groups: first-generation college students, underrepresented in medicine (URM), socioeconomically disadvantaged, and age 30 + at matriculation. Results were considered significant where P ≤.05. Results: First-generation college students had significantly higher stress at the end of third year clerkships (mean 7.8 vs. 6.8, P* =.03). URM students had significantly lower scores on preclinical exams (mean 81.37 vs. 83.07, P* =.02). The students who were age 30 + at matriculation had significantly lower exam scores on all academic performance measures. Conclusion: Our results echo historic trends in academic performance for racial and ethnic minority students, and we present recent evidence of academic performance disparities based on age at matriculation. Residency program directors continue to use test scores as a primary metric to screen applicants and thus, poor academic performance has profound consequences on career trajectory. Finally, significantly higher stress in the first-generation students may be evidence of underlying psychological distress. Expanding the sociodemographic diversity among physicians, and by extension, medical students, has long been recognized as fundamental to addressing inequities in healthcare. However, results from our study suggest that aspects of medical education are unfavorable and disadvantageous for first-generation, URM, and older medical students. A deeper understanding of the interplay between sociodemographic characteristics and success in medical school is paramount as we pursue diversity in medicine. [ABSTRACT FROM AUTHOR]

Despite relative progress, it is an overt fact that women still take on the heavier burden of unpaid work in the household compared to men in the United States. Our study expands the horizons of previous studies by looking at women specifically and analyzes how women’s performance of unpaid labor differentiates based on various contexts such as generational status, household composition, race, and ethnicity. Using the pooled cross-sectional data from the 2011-2021 American Time Use Survey (ATUS), we test hypotheses derived from an absolute resources perspective and a structural perspective to examine migrant generational differences among married, cohabiting, and single women as well as investigate the intra-group differences of racial and ethnic groups. From our descriptive analysis and ordinary least squares (OLS) regression analyses, we find support for the structural perspective for housework, as the generational differences remain even after controlling for socioeconomic factors, but only for first-generation married women. However, socioeconomic factors account for the differences between cohabiting or single first-generation women, which is supported by the absolute resources perspective. Our intra-group analysis by racial and ethnic groups yielded similar findings but found that Hispanic and Asian first-generation women take on a larger proportion of housework, relative to later-generation women. [ABSTRACT FROM AUTHOR]

Despite the challenges that first-generation Latinx students (FGLS) face during their undergraduate careers at Predominantly White Institutions (PWIs), they are adapting in several ways and finding strategies to persevere and thrive. Through a narrative inquiry approach and utilizing Resilience Theory and Community Cultural Wealth, as theoretical frameworks, this study focuses on the personal stories of resilience and persistence among FGLS attending a PWI. Ten participants were recruited through a series of guest presentations and mass e-mails sent via multicultural centers and student organizations. From the interviews, two significant themes were uncovered: (a) “¡Sí, se puede!” or “Yes, you can!;” and (b) la comunidad or the community. Implications for practice include resources and interventions PWIs can implement to support FGLS. [ABSTRACT FROM AUTHOR]

This article examines the prevalence of receiving course registration sanctions (i.e., past due balance notification, stop registration hold, and cancel registration order) caused by past due financial balances. The longitudinal data set follows all first-time, first-year students at a public flagship university during their first 2 years of college. We found that course registration sanctions were common at this university, as within the first 2 years of enrollment, 67% of students received a past due balance notification, 35% received a stop registration hold, and 11% received a cancel registration order. Differential patterns in the prevalence of course registration sanctions were evident across student demographic, academic, and financial factors. Specifically, students were significantly more likely to receive a registration sanction if they were: of high financial need, Black or African American, a first-generation college student, and had a lower ACT score. Furthermore, we found that Black and African American students were more likely to receive registration sanctions even after controlling for the size of the past due balance and their financial need. The findings provide evidence of systemic inequities that require institutional intervention. [ABSTRACT FROM AUTHOR]

Literature on social anxiety among college students, in particular, first-generation college students is limited. The purpose of this research study was to fill the gap in the literature, study how social anxiety variables are related, distinguish any differences in social anxiety variables that may exist among first-generation and non-first-generation college students, and indicate any gender differences in social anxiety among first-generation and non-first generation college students. The present research study focused on social anxiety in social situations, social anxiety in performance situations, and social anxiety based on cognition. Analyses indicated that a significant difference (F (3, 119) = 6.27, p < .001) exists among first-generation and non-first-generation college students in terms of social anxiety in social situations, social anxiety based on performance situations and social anxiety based on cognition; first-generation college students reported an increased level of social anxiety. Findings also indicated that social anxiety variables are related to one another. No significant finding was found in terms of gender differences in social anxiety for first-generation (F (3, 62) = .74, p > .005) or non-first-generation college students (F (3, 53) = .87, p > .005). This finding contradicts previous literature that states significant differences exist among genders. [ABSTRACT FROM AUTHOR]

Public significance statement Previous research suggests that first‐generation (first‐gen) students may be at risk for lower academic performance, higher dropout rates, and lower graduation rates compared to their continuing‐generation (continuing‐gen) peers. The current study analyzes academic success (average yearly GPA) and retention/completion rates (cumulative dropouts and graduates) for four successive (2011–2014) entering first‐year cohorts at a large Midwestern Research 1 University. Across all cohorts, academic success varied by first‐gen status, with continuing‐gen students having significantly higher GPAs each year. A significantly greater percentage of first‐gen students dropped out each year. First‐gen status was also negatively related to graduation rates at 4, 5, and 6 years after college entry. Additional analyses disaggregated the data by seven colleges of admission with semi‐independent admissions policies. First‐gen status was more strongly related to academic success and retention for students in the following colleges: education, biological sciences, liberal arts, and science and engineering. Overall, findings suggest that first‐gen students are at higher risk of low performance and completion than their continuing‐gen peers. Institutions need to examine why and how they are contributing to less successful outcomes for first‐gen students, and if programming could lessen these group differences.The current study finds that first‐generation undergraduate students are at higher risk of low academic performance and dropout compared to their continuing‐generation peers. Differences were also seen by college of admission, with some colleges having larger gaps between these groups than others. Institutions need to examine why and how they are contributing to these outcomes for first‐generation students, and if programming could lessen these group differences. [ABSTRACT FROM AUTHOR]

While there has been increased investigation of the enrollment patterns and access to college for first-generation college students (FGCS), less is understood about how FGCS learn and utilize vital information to persist with limited familial knowledge about college success. In this paper we utilize focus group data of 62 diverse FGCS to create a typology of how students utilize information to succeed in college. Using theory from sociology and information sciences we categorize the sources FGCS learn from and how information is utilized. Our findings indicate that FGCS develop complex ways of finding information even with minimal support and those information sources that are most helpful are often connected to pre-existing and informal relationships. We conclude by offering implications for future research on FGCS student success and opportunities for administrators to incorporate information-finding and relationship-building concepts into student success practice. [ABSTRACT FROM AUTHOR]

AbstractPhenomenon: While professionalism is largely understood to be complex and dynamic, it is oftentimes implemented as if it were static and concrete. As a result, policies and practices reflect dominant historical norms of the medical profession, which can cause tension for trainees from marginalized groups. One such group comprises those who identify as first-generation physicians - those whose parents have not earned an associate’s degree or higher. This group is highly diverse in terms of gender, race, ethnicity, and socioeconomic status; however, their experiences with institutional professionalism policies and practices has not yet been fully explored. In this study, our aims were to understand the ways in which these participants experience professionalism, and to inform how professionalism can be more inclusively conceptualized. Approach: In November 2022-March 2023, we conducted semi-structured interviews with 11 first-generation medical students, residents, and physicians and analyzed select national and institutional professionalism policies in relation to key themes identified in the interviews. The interviews were designed to elicit participants’ experiences with professionalism and where they experienced tension and challenges because of their first-gen identity. Data were analyzed using thematic analysis through a critical perspective, focused on identifying tensions because of systemic and historical factors. Findings: Participants described the ways in which they experienced tension between what was written, enacted, desirable, and possible around the following elements of professionalism: physical appearance; attendance and leaves of absence; and patient care. They described a deep connection to patient care but that this joy is often overshadowed by other elements of professionalism as well as healthcare system barriers. They also shared the ways in which they wish to contribute to changing how their institutions conceptualize professionalism. Insights: Given their unique paths to and through medicine and their marginalized status in medicine, first-generation interviewees provided a necessary lens for viewing the concept of professionalism that has been largely absent in medicine. These findings contribute to our understanding of professionalism conceptually, but also practically. As professionalism evolves, it is important for institutions to translate professionalism’s complexity into educational practice as well as to involve diverse voices in refining professionalism definitions and policies. [ABSTRACT FROM AUTHOR]

This article suggests pedagogical practices to help first-generation students gain effective problem-solving strategies for the future transfer of writing knowledge and skills. The retention of first-generation students depends on developing four positive dispositions for learning: success attribution, self-efficacy, expectancy value, and self-regulation. Meaningful writing assignments with a connection to students' cultural experiences are an essential foundation for improving transfer. Specific reflective activities are detailed for analyzing emotional reactions to writing experiences, evaluating procedural writing strategies, and solving current and future writing-related problems. A reflective problem-solving pedagogy promotes deep learning by emphasizing students' agency in responding to writing difficulties and their resourcefulness in creating successful solutions. [ABSTRACT FROM AUTHOR]

Background: Stomach cancer incidence presents significant racial/ethnic disparities among racial/ethnic minority groups in the United States, particularly among Asian and Hispanic immigrant populations. However, population‐based evaluation of disparities by nativity has been scarce because of the lack of nativity‐specific population denominators, especially for disaggregated Asian subgroups. Population‐based stomach cancer incidence and tumor characteristics by detailed race/ethnicity and nativity were examined. Methods: Annual age‐adjusted incidence rates were calculated by race/ethnicity, sex, and nativity and tumor characteristics, such as stage and anatomic subsite, were evaluated using the 2011–2015 California Cancer Registry data. For Hispanic and Asian populations, nativity‐specific population counts were estimated using the US Census and the American Community Survey Public Use Microdata Sample data. Results: During 2011–2015 in California, 14,198 patients were diagnosed with stomach cancer. Annual age‐adjusted incidence rates were higher among foreign‐born individuals than their US‐born counterparts. The difference was modest among Hispanics (∼1.3‐fold) but larger (∼2‐ to 3‐fold) among Chinese, Japanese, and Korean Americans. The highest incidence was observed for foreign‐born Korean and Japanese Americans (33 and 33 per 100,000 for men; 15 and 12 per 100,000 for women, respectively). The proportion of localized stage disease was highest among foreign‐born Korean Americans (44%); a similar proportion was observed among US‐born Korean Americans, although numbers were limited. For other Asians and Hispanics, the localized stage proportion was generally lower among foreign‐born than US‐born individuals and lowest among foreign‐born Japanese Americans (23%). Conclusions: Nativity‐specific investigation with disaggregated racial/ethnic groups identified substantial stomach cancer disparities among foreign‐born immigrant populations. Substantial racial/ethnic disparities in stomach cancer exist in the United States, with the largest disparities found for foreign‐born Korean and Japanese Americans. Comparisons of incidence rates and stage distribution underscore the importance of implementing targeted prevention and screening strategies for high‐risk racial/ethnic subgroups and immigrant populations in the United States. [ABSTRACT FROM AUTHOR]

First‐generation college students (FGCSs) are a growing population in undergraduate education. Research on FGCS primarily focuses on the challenges and barriers they encounter in college. While important, this literature offers a limited view of FGCS as learners. Moreover, minimal literature has examined these students' lived experiences within sciences, technology, engineering, and mathematics (STEM). This study explores the learning experiences of FGCS (N = 17) in undergraduate STEM programs at a mid‐sized, private, predominantly white institution. Guided by the frameworks of intersectionality and social cognitive career theory, the researchers utilized a qualitative, phenomenological research methodology to hear the perspectives of FGCS to and to identify problematic higher educational structures in STEM. Findings point to an elitist stance underlying STEM programs based in general disciplinary norms that restricted FGCS access to STEM majors and careers across social, academic, and professional elements of the academic experience. FGCS who were multiply minoritized based upon race, gender, and social class experienced the compounding of marginalization, and academic success and persistence came at a personal cost. Students also reported relying predominantly on personal strengths and motivations to overcome elitism in STEM rather than on institutional supports. Findings also highlight the variation in the first‐generation experience and identify the unique barriers FGCS encounter within STEM fields. Implications for dismantling inequitable structures for higher education in STEM attending to the social, academic, and professional inclusion of FGCS. [ABSTRACT FROM AUTHOR]

Education abroad is considered a high-impact practice with short-term benefits such as intellectual development and higher retention and university graduation rates, along with more long-term benefits such as personal and professional development. Thus, it is important to ensure that all students have an equal opportunity to study abroad; however, research shows that this is not the case. For example, in the United States, the majority of study abroad participants are white (68% according to Institute of International Education [IIE], 2022), and the racial and ethnic diversity of study abroad participants is well below the percentage of undergraduate students of color overall. First-generation college students also make up a small proportion of the students who study abroad, with some coming from racial and ethnic minoritized backgrounds as well. This lack of diversity in study abroad should be a major concern for institutions of higher education. To address this issue at our own university, we surveyed 137 first-generation and students of color to gather data on their interests, opinions, and reservations about study abroad. Results demonstrate that they are overwhelmingly positive about study abroad but are concerned about cost, fitting it into their degree plan, and not knowing languages other than English. Additionally, 81% reported that they did not know where to start or how to get involved in study abroad. These results suggest that a more equity-minded approach with targeted interventions is needed to increase study abroad participation among first-generation and students of color.

Abstract Background Despite increasing studies on mental health among immigrants, there are limited studies using nationally representative samples to examine immigrants’ mental health and its potential biopsychosocial contributing factors, especially during the COVID-19 pandemic. We explored and estimated the influence of life satisfaction, social/emotional support, and other biopsychosocial factors on self-reported anxiety/depression symptoms among a nationally representative sample of first-generation immigrants in the U.S. Methods We conducted a secondary data analysis using the 2021 National Health Interview Survey among first-generation adults aged ≥ 18 years (n = 4295). We applied survey weights and developed multivariable logistic regression model to evaluate the study objective. Results The prevalence of daily, weekly, or monthly anxiety/depression symptoms was 10.22% in the first-generation immigrant population. There were 2.04% daily, 3.27% weekly, and 4.91% monthly anxiety/depression among the population: about 8.20%, 9.94%, and 9.60% experienced anxiety symptoms, whereas 2.49%, 3.54%, and 5.34% experienced depression symptoms daily, weekly, and monthly, respectively. The first-generation population aged 26–49 years were less likely to experience anxiety/depression daily, weekly, or monthly compared to those aged 18–25. Females (versus males) were more likely to experience anxiety/depression daily, weekly, or monthly. Those who identified as gay/lesbian had higher odds of experiencing anxiety/depression daily, weekly, or monthly compared to heterosexual persons. Relative to non-Hispanic White individuals, non-Hispanic Asian, Black/African American, and Hispanic individuals had lower odds, while other/multi-racial/ethnic groups were more likely to experience anxiety/depression daily, weekly, or monthly. A higher life satisfaction score was associated with lower odds of experiencing anxiety/depression daily, weekly, or monthly. Having social/emotional support sometimes/rarely or using healthcare within the past one/two years was associated with experiencing anxiety/depression daily, weekly, or monthly. Conclusions The findings reveal significant burden of anxiety and depression among first-generation population in the U.S., with higher risks among subgroups like young adults, females, sexual minorities, and non-Hispanic White and other/multi-racial individuals. Additionally, individuals with lower life satisfaction scores, limited social/emotional support, or healthcare utilization in the past one or two years present increased risk. These findings highlight the need for personalized mental health screening and interventions for first-generation individuals in the U.S. based on their diversity and health-related risks.

Scholars have detailed the benefits of active learning, particularly the impact that simulations can have on promoting engagement and evaluative thinking. Scholars have discussed the positive effects of active learning on first-generation college students, but there is minimal research on how simulations contribute to developing interpersonal skills, especially among first-generation college students. Interpersonal skills, often referred to as soft skills, are challenging to quantify since they focus on how individuals relate and interact with others. These skills include oral and written communication, teamwork, confidence, and leadership skills. This article examines whether stimulations taught within an active learning environment contributed to developing interpersonal skills among first-generation college students. In a retrospective survey administered at a single campus, our findings suggest that active learning contributes to the building of cultural capital for first-generation college students and also contributes developing interpersonal skills for both first-generation and second-generation college students.

Changes in the inner voice, thoughts, and feelings due to the recurrent experiences in social and cultural reality are defined as psychic restructuring (PR). Any collective trauma can drastically change a person's psyche in multiple ways. The first argument of the study is that PR happens in individuals as a result of exile, which has manifold reasons. The second argument is that first-generation older adults crave for their homeland more intensely because of their subtle memories of the left behind. The third argument is that there are metaphorical representations of exilic experiences in the art forms that would depict their inexplicable quest for PR. Finally, it suggests the possibility of constructive PR in refugees with the aid of clinically driven and standardized art-based therapies (ABT). These arguments have multicollinearity in the context of PR, which still needs to be studied. The study tries to bridge the gap or lacuna in this research arena. [ABSTRACT FROM AUTHOR]

The First2 Network is an alliance of higher education institutions across the State of West Virginia striving to improve science, technology, engineering, or math (STEM) education by supporting rural, first-generation, and underrepresented college students pursuing STEM majors. Over the summers of 2019 and 2020, the First2 Network delivered two-week summer research immersion experiences at various institutions throughout West Virginia, including our institutions. The 2019 program was delivered on-campus at four universities while the 2020 program was redesigned to be delivered virtually, due to the COVID-19 pandemic, across nine sites. Before and after the immersion experience, students who participated in the program completed a variety of survey questionnaires for the assessment of their interests, expectations, identity, and belonging in STEM. We found that the in-person research experience in 2019 had better outcomes compared to the virtual experience, suggesting that students conducting research directly under their faculty supervisors in-person and on-site will have a more positive impact on their STEM education and career. However, participation in the virtual research format with structured group activities still resulted in an improvement in belonging and STEM identity, indicating that connecting with students remotely is still worthwhile when it is the most viable option. The student population in West Virginia/Appalachia region faces a number of academic barriers, so there is much to gain by finding new ways to reach as many students as possible with early career development programs. Our virtually delivered program using citizen science projects, group discussions, and team building activities may be a useful template for other STEM programs to search for new ways to connect with a broader population of students off-site. [ABSTRACT FROM AUTHOR]

Education abroad is considered a high-impact practice with short-term benefits such as intellectual development and higher retention and university graduation rates, along with more long-term benefits such as personal and professional development. Thus, it is important to ensure that all students have an equal opportunity to study abroad; however, research shows that this is not the case. For example, in the United States, the majority of study abroad participants are white (68% according to Institute of International Education [IIE], 2022), and the racial and ethnic diversity of study abroad participants is well below the percentage of undergraduate students of color overall. First-generation college students also make up a small proportion of the students who study abroad, with some coming from racial and ethnic minoritized backgrounds as well. This lack of diversity in study abroad should be a major concern for institutions of higher education. To address this issue at our own university, we surveyed 137 first-generation and students of color to gather data on their interests, opinions, and reservations about study abroad. Results demonstrate that they are overwhelmingly positive about study abroad but are concerned about cost, fitting it into their degree plan, and not knowing languages other than English. Additionally, 81% reported that they did not know where to start or how to get involved in study abroad. These results suggest that a more equity-minded approach with targeted interventions is needed to increase study abroad participation among first-generation and students of color. [ABSTRACT FROM AUTHOR]

First-generation college students (FGCS) face a myriad of sociocultural, financial, and emotional challenges that impact their educational journey. With less academic capital and lower odds of obtaining a bachelor's degree than their non-FGCS peers, understanding the factors affecting their academic success is pivotal for social work professionals aiming to provide tailored interventions and support systems. This study delved into the potential differences between these groups concerning physical activities, which are linked to learning, cognition, and overall well-being, and evaluated their influence on degree completion. A path model was developed to analyze the relationship between degree completion, physical activities, FGCS status, and background variables, using a sample of 1,625 participants. The model showed a strong fit (CFI = 0.979, RMSEA = 0.055, SRMR = 0.010) and accounted for 29.5% of the variance in degree completion. Walking to school was positively associated with degree attainment. FGCS status was associated with decreased walking to school, reduced degree completion, and increased walking for exercise. An indirect effect suggested that FGCS were less likely to achieve their degree, potentially due to a greater reliance on transportation like buses or cars. The findings emphasize the critical role of campus resources for FGCS. Enhancing access to fitness centers and offering affordable housing options nearer to campus may aid FGCSs' academic success. These insights can guide social work practices, highlighting the importance of environmental factors in the academic experiences of FGCS. [ABSTRACT FROM AUTHOR]

This study explored reverse culture shock faced by the first-generation Thai diasporas residing in Western countries upon visiting Thailand. A qualitative research approach guided it. Semi-structured interviews were employed to obtain data from 21 respondents. Thematic analysis revealed that all Thai diaspora tourists experienced reverse culture shock, which could be categorized into five main aspects: cultural, interpersonal, emotional, moral, and environmental. Further, the study suggested that reverse culture shock did not always result from the elements in a home country that caused difficulties, discomfort or unpleasant feelings but could also come from the attributes which tourists sought but could not find in their current country of residence and the realization of the significance of things in their home country that were previously overlooked. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic exacerbated inequities within higher education. This study examined how first-generation students, compared to their continuing-generation peers, navigated institutional resources such as programs and academic advising during the pandemic. To examine institutional resource barriers, usage, and helpfulness for students, the study analyzed survey data of 524 students at a four-year private university in the United States. Results showed that lack of time, awareness, and access to institutional resources were barriers for first-generation students in using institutional resources. Furthermore, qualitative findings reveal factors that first-generation students found helpful in their college career: transparency of institutional resources on campus, initiative from institutional figures in reaching out to students, and holistic support for academic, personal, and professional development. [ABSTRACT FROM AUTHOR]

Young adults face major decisions as they complete high school, including whether to attend college. The steps needed to enroll in college can be extra challenging for first-generation students who may have limited support and resources at home or while in high school. This study explores structural, relational, and cognitive social capital indicators that enrolled college students used to support themselves in their decision to attend college. Comparisons are made between first-generation and continuing-generation students’ social capital. Ideas for areas where resources could be added or expanded to increase social capital for first-generation students are discussed.

Abstract The persistence and reactivity of CAR T cells were enhanced by adding co‐stimulatory domains, which is the basis of currently approved CAR‐T cell therapies. However, this comes at the expense of increasing toxicities from the strong cytokine release effect. This is the first report from anti‐CD19 CAR‐T cell therapy with a single activation domain to show a favourable safety profile and clinical efficacy with two patients who achieved durable responses up to 28 months in a cohort with heavily pretreated B cell malignancies.

The First2 Network is an alliance of higher education institutions across the State of West Virginia striving to improve science, technology, engineering or math (STEM) education by supporting rural, first-generation, and underrepresented college students pursuing STEM majors. Over the summers of 2019 and 2020, the First2 Network delivered two-week summer research immersion experiences at various institutions throughout West Virginia. The 2019 program was delivered on-campus at four universities while the 2020 program was delivered virtually, due to the COVID-19 pandemic, across nine sites. Before and after the immersion experience, students who participated in the program completed a variety of survey questionnaires for the assessment of their interests, expectations, identity and belonging in STEM. We found that the in-person experience in 2019 had better outcomes compared to the virtual experience, suggesting students conducting research directly under their faculty supervisors in-person and on-site will have a more positive impact on their STEM education and career. However, participation in the virtual format still resulted in an improvement in belonging and STEM identity, indicating that connecting with students remotely is still worthwhile when it is the most viable option. The student population in Appalachia faces a number of academic barriers, so there is much to gain by finding new ways to reach as many students as possible with early career development programs.

Although university students tend to be optimistic about their future socioeconomic status (SES), little is known how their SES aspirations changed during the context of the COVID‐19 pandemic. Using latent growth curve modeling techniques, we examined changes in subjective SES aspirations for students who began college before the pandemic (cohort 1; Fall 2019) and students who began college during the pandemic (cohort 2; Fall 2020). Moreover, we assessed how SES indicators (i.e., subjective family SES; first‐generation status; low‐income status) and a contextual financial indicator (i.e., pandemic‐related financial impacts) predicted changes in SES aspirations for both groups of students. Although SES aspirations were similar at the beginning of college for both groups of students, students who began college before the pandemic experienced a greater rate of downward change between the baseline assessment and the assessment shortly after the pandemic began. In both cohorts, students from higher‐SES families had higher SES aspirations at the beginning of college and steeper rates of downward change. Furthermore, despite having similar SES aspirations at the beginning of college, first‐generation students whose first year was interrupted by the pandemic experienced steeper downward changes in their SES aspirations. However, pandemic‐related financial impacts did not predict this downward change for either cohort. Our findings suggest that uncertainty in the early stages of the pandemic may have led to cautiousness in students' aspirations for their future SES attainment, particularly for first‐generation students. [ABSTRACT FROM AUTHOR]

Scholarship devoted to first-generation college students has increased rapidly over the past decade, with studies demonstrating first-generation students are systematically disadvantaged compared to their continuing-generation peers. Recently, scholars have critiqued the treatment of first-generation students as a monolith and encouraged complicating their experiences using intersectionality as an analytic tool. This study examined the association between institutional classism and students' social-emotional experiences in higher education, and how these relations vary based on sociorace, first-generation college student status, and subjective social status. In a sample (N = 742) of college students from two four-year public institutions, results showed that the strength of the association between institutional classism and social-emotional experiences varied at different intersections of first-generation status, sociorace, and subjective social status. These findings demonstrate the importance of contextualizing first-generation students' experiences and have implications for efforts to retain first-generation students in higher education. [ABSTRACT FROM AUTHOR]

There is limited research on the experiences of first-generation students who have completed their second year and enrolled for a third year in order to continue their studies even though this population of students are the most likely to drop out of college in their second year. The purpose of this qualitative study was to understand how current first-generation college students, who are enrolled or completed the second semester of their sophomore year, experience college as a first-generation student and made the decision to persist toward completing their bachelor's degree. Through first-hand accounts of participants' experiences of their time at the university, this study highlights what factors students contributed to their persistence toward graduation. The findings have the potential to facilitate a deeper understanding of what stakeholders working with first-generation college students can do to assist in retention efforts of this population. [ABSTRACT FROM AUTHOR]

First-generation (FG) college students (students for whom neither parent earned a bachelor's degree) are typically less likely to interact with their instructors and communicate with them by email or in person, compared to continuing-generation (CG) students. Qualitative research suggests FG students are less likely to seek help when they need it, and when they do seek help they are more likely to engage in passive help-seeking (e.g., waiting quietly for assistance) as opposed to active help-seeking (e.g., promptly requesting assistance through multiple methods), compared to CG students. The current laboratory study provided students with an opportunity to seek academic and non-academic help and measured whether students engaged in active help-seeking behavior. We also tested whether having a shared identity with a help-provider could increase active help-seeking behavior among FG students. Results showed that FG students were less likely to seek academic help. Among FG and CG students who sought academic help, the intervention had no significant impact on active help-seeking. However, among students seeking non-academic help, active help-seeking behaviors were significantly higher for FG college students assigned a help-provider who signaled a FG identity. In other words, having a shared identity with a help-provider led to more active help-seeking among FG college students seeking non-academic assistance. FG faculty, staff, and student workers who provide non-academic assistance may want to consider self-identifying as FG to increase help-seeking behaviors among FG students struggling to navigate the college environment. [ABSTRACT FROM AUTHOR]

Background Nationally, underrepresented minorities represent a significant proportion of the first-generation student population. These students also tend to report lower levels of belongingness compared to their peers, which may impact their wellness and be an important factor in their academic success. This study aimed to explore whether status as a first-generation student was associated with belongingness amongst medical students. Methods In 2019, a previously validated 16-item survey was used to examine potential disparities in belongingness amongst groups of first-generation medical students. Differences between groups were assessed using a Mann-Whitney U-test for each individual item and three composite groupings of items regarding social belonging, academic belonging, and institutional support. Results First-generation to college and first-generation to graduate school students reported lower belongingness across most individual items as well as in all three composite groups. Conclusions Given that peer relationships and institutional support play an important role in medical student belonging, these findings represent an opportunity to address the specific needs of individuals from underrepresented groups in medicine. Doing so can support the academic and professional success of first-generation students and help close the diversity gap in medicine.

Summary: Background: This study addressed the limited understanding of suicide risk and patterns among migrants in Australia. It examined national-level suicide rates and trends in the Australian population to identify migrant groups which are disproportionately affected by suicide. Methods: The National Coronial Information System was used to identify suicide cases from 2006 to 2019. Incident rate ratios (IRR) with 95% confidence intervals (CI) evaluated suicide risk for migrant groups compared to Australian-born and migrants from English-speaking countries. Age-standardised suicide rates (ASR) per 100,000 and average annual percentage change (AAPC) were calculated to compare suicide rates and trends. Findings: Compared to the Australian-born population, all migrant males and females had significantly lower suicide risk, except females from Oceania countries. Females from European (IRR 1.28, 95% CI 1.13, 1.14) and Oceanian countries (IRR 1.25; 95% CI 0.95, 1.66) had an elevated suicide risk compared to female migrants from English-speaking countries. Male migrants from Oceania (ASR 20.4, AAPC 1.0 (−3.6, 5.8)) and Africa (ASR 18.0, AAPC −0.4 (−5.5, 4.9)) have high ASR with no significant changes in trend over the study duration. Female African migrants had an ASR of 5.3 per 100,000, which increased by 8% (95% CI 1.4, 15.0) between 2006 and 2019. Interpretation: Migrants from Oceania and African countries are disproportionately affected by suicide mortality compared to other migrant groups in Australia. Further research is needed to identify the risk factors and develop suicide prevention strategies for these groups. Funding: Suicide Prevention Australia, Australian Research Council.

First‐generation, low‐income (FGLI) students attend college at historically high rates in the United States. However, FGLI students continue to struggle in transitioning to college, particularly in elite universities. In this article, we engage with interview and supplemental survey data from 40 FGLI students at an elite university to demonstrate how self‐advocacy skills—conceptualized as a form of cultural capital—can support FGLI students' transition into college. We do this through the case of pre‐orientation programs, which are increasingly offered across universities, where half of the sample participated in pre‐orientation and half did not. We interviewed both subsets at the start of their first academic year, as well as during their COVID‐19‐induced departure from campus residences. In response, we argue that students who participated in pre‐orientation more often demonstrate self‐advocacy skills, both in‐person and online, especially in comparison with those who did not participate. We show that forming relationships with peers, as well as faculty and staff, during pre‐orientation is key to enacting self‐advocacy. Lastly, we also respond to previous studies that typically associate self‐advocacy skills with the cultural competencies of higher‐income and continuing‐generation students, while making clear how these skills can benefit FGLI students in transitioning into school. [ABSTRACT FROM AUTHOR]