Faculty and first-generation college students: bridging the classroom gap together
The population of first-generation college students (FGS) is increasing in an ever-tightening economy, a time when employers demand a college degree even for an initial interview. According to a 2007 study by UCLA s Higher Education Research Institute, nearly one in six freshmen at American four-yea...
Gespeichert in:
Weitere Verfasser: | |
---|---|
Format: | Buch |
Sprache: | English |
Veröffentlicht: |
San Francisco, Calif.
Jossey-Bass
2011
|
Schriftenreihe: | New directions for teaching and learning
127 |
Schlagworte: | |
Online-Zugang: | Inhaltsverzeichnis |
Zusammenfassung: | The population of first-generation college students (FGS) is increasing in an ever-tightening economy, a time when employers demand a college degree even for an initial interview. According to a 2007 study by UCLA s Higher Education Research Institute, nearly one in six freshmen at American four-year institutions is first generation. However, FGS often straddle different cultures between school and home, and many feel socially, ethnically, academically, and emotionally marginalized on campus. Because of these disparities, FGS frequently encounter barriers to academic success and require additional campus support resources. Some institutions offer increased financial aid and loan-free aid packages to FGS, but these remedies although welcome do not fully address the diverse and complex challenges that these students experience. Responding to these complexities, this volume's chapters extend previous research by examining the multiple transitions experienced by both undergraduate and graduate FGS. This volume's cuttingedge research will help college and university administrators, faculty, and staff work better with FGS through more effective pedagogy and institutional programs. Ultimately, this volume affirms how learning communities are strengthened when they include diverse student populations such as FGS and meet their particular emotional, academic, and financial needs |
Beschreibung: | "Fall 2011" Includes bibliographical references and index |
Beschreibung: | 107 S. 23 cm |
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505 | 0 | |a Foreword / Janice Wiggins -- Introduction: Shall we gather in the classroom? / Teresa Heinz Housel, Vickie L. Harvey -- When first-generation students go to graduate school / Brett Lunceford -- First-generation Latina graduate students : balancing professional identity development with traditional family roles / Valerie Lester Leyva -- Learning a new world : reflections on being a first-generation college student and the influence of TRIO programs / LaKresha Graham -- Faculty perceptions of the first-generation student experience and programs at tribal colleges / Jacqueline J. Schmidt, Yemi Akande -- Understanding the first-generation student experience in higher education through a relational dialectic perspective / Russell Lowery-Hart, George Pacheco Jr. -- First-generation issues : Learning outcomes of the dismissal testimonial for academically dismissed students in the arts & sciences / Jennifer Brost, Kelly Payne -- A social constructionist view of issues confronting first-generation college students / Stephen Coffman -- Critical compassionate pedagogy and the teacher's role in first-generation student success / Richie Neil Hao -- Gathering ourselves and our students : concluding remarks / Vickie L. Harvey, Teresa Heinz Housel | |
520 | |a The population of first-generation college students (FGS) is increasing in an ever-tightening economy, a time when employers demand a college degree even for an initial interview. According to a 2007 study by UCLA s Higher Education Research Institute, nearly one in six freshmen at American four-year institutions is first generation. However, FGS often straddle different cultures between school and home, and many feel socially, ethnically, academically, and emotionally marginalized on campus. Because of these disparities, FGS frequently encounter barriers to academic success and require additional campus support resources. Some institutions offer increased financial aid and loan-free aid packages to FGS, but these remedies although welcome do not fully address the diverse and complex challenges that these students experience. Responding to these complexities, this volume's chapters extend previous research by examining the multiple transitions experienced by both undergraduate and graduate FGS. This volume's cuttingedge research will help college and university administrators, faculty, and staff work better with FGS through more effective pedagogy and institutional programs. Ultimately, this volume affirms how learning communities are strengthened when they include diverse student populations such as FGS and meet their particular emotional, academic, and financial needs | ||
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IMAGE 1
CONTENTS
FOREWORD JANICE WIGGINS A FIRST-GENERATION COLLEGE STUDENT AND DIRECTOR
OF INDIANA UNIVERSITYBLOOMINGTON'S GROUPS PROGRAM, JANICE WIGGINS
INTRODUCES THE VOLUME
BY ADVOCATING FOR THE NEED TO EFFECTIVELY SERVE FIRST-GENERATION COLLEGE
STUDENTS. THE GROUPS PROGRAM IS ONE OF THE NATION'S FOREMOST HIGHER
EDUCATION PROGRAMS THAT HOLISTICALLY ASSISTS FIRST-GENERATION AND
LOWINCOME COLLEGE STUDENTS WITH ADJUSTING TO CAMPUS CULTURE.
I. INTRODUETION: SHALL WE GATHER IN THE CLASSROOM? TERESA HEINZ HAUSEL,
VIEHIE L HARVEY THE VOLUME'S COEDITORS DISCUSS THE INCREASING NUMBER OF
FIRSTGENERATION COLLEGE STUDENTS AT HIGHER-EDUCATION INSTITUTIONS TODAY.
HOWEVER, ACADEMIC PERSONNEL DO NOT ALWAYS UNDERSTAND WHY FGS STRUGGLE
ACADEMICALLY, SOCIALLY, AND EMOTIONALLYON CAMPUS; THUS, THIS VOLUME
EXTENDS THE EXISTING FGS-RELATED LITERATURE AND OFFERS WAYS TO HELP FGS
ACHIEVE COLLEGE SUCCESS.
SECTION ONE: THE NEW PATTERN: FIRST-GENERATION COLLEGE STUDENTS AS
GRADUATE STUDENTS
1
5
2. WHEN FIRST-GENERATION STUDENTS GO TO GRADUATE SEHOOL 13
BRETT LUNEEFARD FGS OFTEN NAVIGATE THROUGH HIGHER EDUCATION USING A
SYSTEM OF TRIAL AND ERROR. REFLECTING ON HIS ERRORS IN APPLYING TO
GRADUATE SCHOOLS, LUNCEFORD OFFERS PRACTICAL STEP-BY-STEP ADVICE FOR
OTHER FGS WHO WISH
TO PURSUE GRADUATE STUDY.
3. FIRST-GENERATION LATINA GRADUATE STUDENTS: 21
BALANEING PROFESSIONALLDENTITY DEVELOPMENT WITH TRADITIONAL FAMILY ROLES
VALAIE LESTER LEYVA LIKE MANY FGS, LEYVA WAS UNPREPARED FOR THE
STRATIFIED SOCIAL STRUE-
TURE AND EXPECTATIONS OF CAMPUS CULTURE; THIS LACK OF PREPARATION IS
OFTEN COMPOUNDED FOR ETHNIC MINORITIES. LEYVA USES ETHNOGRAPHIE
INTERVIEWS TO EXAMINE HOW LATINA WOMEN IN HER UNIVERSITY'S DEPARTMENT
MANAGE GENDER AND FAMILIAL ROLES WITH COLLEGE DEMANDS.
IMAGE 2
4. LEARNING A NEW WORLD: REFLECTIONS ON BEING A FIRST-GENERATION 33
COLLEGE STUDENT AND THE INFLUENCE OF TRIO PROGRAMS LAKRESHA GRAHAM
GRAHAM EMPHASIZES THE TRIO PRO GRAMS' IMPORTANT ROLE IN SUPPORTING FGS
AS THEY NAVIGATE UNFAMILIAR ACADEMIC CULTURE. THE CHAPTER ASSERTS
THAT UPWARD BOUND, STUDENT EDUCATIONAL SUPPORT SERVICES, AND THE MCNAIR
SCHOLARS PRO GRAM ARE INCREASINGLY IMPORTANT AS MORE FGS PURSUE GRADUATE
STUDIES.
SECTION TWO: FIRST-GENERATION STUDENTSJOIN THE UNDERGRADUATE RANKS
5. FACULTY PERCEPTIONS OF THE FIRST-GENERATION STUDENT 41
EXPERIENCE AND PROGRAMS AT TRIBAI COLLEGES ]AEQUELINE]. SEHMIDT, YEMI
AKANDE THE AUTHORS EXAMINE BARRIERS TO SUCCESS THAT NATIVE-AMERICAN FGS
FACE AT TRIBAL COLLEGES, AND OFFER SPECIFIC RECOMMENDATIONS FOR IMPROVED
STUDENT SERVICES BASED ON THE AUTHORS' INTERVIEWS WITH FACULTY AT FIVE
TRIBAL COLLEGES.
6. UNDERSTANDING THE FIRST-GENERATION STUDENT EXPERIENCE IN 55
HIGHER EDUCATION THROUGH A RELATIONAL DIALECTIC PERSPECTIVE RUSSELL
LOWERY-HART, GEORGE PAEHECO ]R. RUSSELL LOWERY-HART AND GEORGE PACHECO
JR. USE INTERVIEWS AND FOCUS GROUPS WITH FGS TO EXAMINE THE TENSIONS
THEY OFTEN EXPERIENCE DUE TO
LACK OF FAMILY SUPPORT, FINANCIAL WORRIES, POOR ACADEMIC PREPARATION,
AND OTHER BARRIERS. BECAUSE SUPPORT PROGRAMS OFTEN ISOLATE AND FURTHER
MARGINALIZE FGS, LOWERY-HART AND PACHECO ARGUE THAT COLLEGE PERSONNEL
MUST REALIZE THAT THE FAHURE TO "FIT IN" CAN LEAD TO STUDENTS' INCAPAC-
ITY FOR POSITIVE RELATIONSHIPS WITH THE COLLEGE AND PEERS.
7. FIRST-GENERATION ISSUES: LEARNING OUTCOMES OF THE DISMISSAL 69
TESTIMONIAL FOR ACADEMICALLY DISMISSED STUDENTS IN THE ANS &: SCIENCES
]ENNIFER BROST, KELLY PAYNE STUDIES INDICATE THAT FGS DROP OUT OF
COLLEGE AT HIGHER RATES THAN NON-
FGS. TO EXTEND THE EXISTING RESEARCH, BROST AND PAYNE CONDUCTED SURVEYS
WITH FGS WHO ARE ON ACADEMIC DISMISSAL TO EXAMINE WHAT SPECIFIC ISSUES
LED THE STUDENTS TO FAIL ACADEMICALLY.
8. A SOCIAL CONSTRUCTIONIST VIEW OF ISSUES CONFRONTING 81
FIRST-GENERATION COLLEGE STUDENTS STEPHEN COFFMAN COFFMAN USES
INTERVIEWS WITH FGS TO ARGUE THAT RACE AND DASS ARE TWO AREAS IN WHICH
STUDENTS EXPERIENCE TENSION WHEN TRANSITIONING INTO
CAMPUS CULTURE. WHEN COLLEGE PERSONNEL UNDERSTAND THE SOCIAL INFIUENCES
ON FGS' COLLEGE EXPERIENCES, THEY CAN BETTER ASSIST THE STUDENTS THROUGH
APPROPRIATE SUPPORT PROGRAMS.
IMAGE 3
9. CRITICAJ COMPASSIONATE PEDAGOGY AND THE TEACHER'S ROJE IN 91
FIRST-GENERATION STUDENT SUCCESS RICHIE NEIL HAO HAO ASSERTS THAT
CRITICAL COMPASSIONATE PEDAGOGY ALLOWS HIRN TO BETTER MEET THE
PEDAGOGICAL NEEDS OF FGS. HE ADVOCATES FOR THIS PEDAGOGICAL
PERSPECTIVE, ARGUING THAT RNANY INSTRUCTORS DO NOT CONSIDER THE
DIFFERENT PEDAGOGICAL NEEDS OF UNDERSERVED STUDENT POPULATIONS SUCH AS
FGS.
10. GATHERING OURSEJVES AND OUR STUDENTS: CONCLUDING REMARKS 99 VICKIE L
HARVEY, TERESA HEINZ HOUSEL IN THIS CONCLUDING CHAPTER, HARVEY AND HEINZ
HOUSEL REFLECT ON THE BOOK'S CONTRIBUTION TO THE RESEARCH ON FGS,
DISCUSS COMMON QUESTIONS
THAT FGS HAVE ABOUT ATTENDING COLLEGE, AND ASSERT THE NEED FOR EFFECTIVE
CAMPUS SUPPORT PROGRARNS.
INDEX 103 |
any_adam_object | 1 |
author2 | Harvey, Vickie L. |
author2_role | edt |
author2_variant | v l h vl vlh |
author_facet | Harvey, Vickie L. |
building | Verbundindex |
bvnumber | BV039656276 |
classification_rvk | AL 39100 AL 47000 AL 91500 DV 2280 |
contents | Foreword / Janice Wiggins -- Introduction: Shall we gather in the classroom? / Teresa Heinz Housel, Vickie L. Harvey -- When first-generation students go to graduate school / Brett Lunceford -- First-generation Latina graduate students : balancing professional identity development with traditional family roles / Valerie Lester Leyva -- Learning a new world : reflections on being a first-generation college student and the influence of TRIO programs / LaKresha Graham -- Faculty perceptions of the first-generation student experience and programs at tribal colleges / Jacqueline J. Schmidt, Yemi Akande -- Understanding the first-generation student experience in higher education through a relational dialectic perspective / Russell Lowery-Hart, George Pacheco Jr. -- First-generation issues : Learning outcomes of the dismissal testimonial for academically dismissed students in the arts & sciences / Jennifer Brost, Kelly Payne -- A social constructionist view of issues confronting first-generation college students / Stephen Coffman -- Critical compassionate pedagogy and the teacher's role in first-generation student success / Richie Neil Hao -- Gathering ourselves and our students : concluding remarks / Vickie L. Harvey, Teresa Heinz Housel |
ctrlnum | (OCoLC)726822467 (DE-599)BVBBV039656276 |
dewey-full | 378.1982694 |
dewey-hundreds | 300 - Social sciences |
dewey-ones | 378 - Higher education (Tertiary education) |
dewey-raw | 378.1982694 |
dewey-search | 378.1982694 |
dewey-sort | 3378.1982694 |
dewey-tens | 370 - Education |
discipline | Allgemeines Pädagogik |
format | Book |
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series | New directions for teaching and learning |
series2 | New directions for teaching and learning |
spelling | Faculty and first-generation college students bridging the classroom gap together Vickie L. Harvey, Teresa Heinz Housel, eds. San Francisco, Calif. Jossey-Bass 2011 107 S. 23 cm txt rdacontent n rdamedia nc rdacarrier New directions for teaching and learning 127 "Fall 2011" Includes bibliographical references and index Foreword / Janice Wiggins -- Introduction: Shall we gather in the classroom? / Teresa Heinz Housel, Vickie L. Harvey -- When first-generation students go to graduate school / Brett Lunceford -- First-generation Latina graduate students : balancing professional identity development with traditional family roles / Valerie Lester Leyva -- Learning a new world : reflections on being a first-generation college student and the influence of TRIO programs / LaKresha Graham -- Faculty perceptions of the first-generation student experience and programs at tribal colleges / Jacqueline J. Schmidt, Yemi Akande -- Understanding the first-generation student experience in higher education through a relational dialectic perspective / Russell Lowery-Hart, George Pacheco Jr. -- First-generation issues : Learning outcomes of the dismissal testimonial for academically dismissed students in the arts & sciences / Jennifer Brost, Kelly Payne -- A social constructionist view of issues confronting first-generation college students / Stephen Coffman -- Critical compassionate pedagogy and the teacher's role in first-generation student success / Richie Neil Hao -- Gathering ourselves and our students : concluding remarks / Vickie L. Harvey, Teresa Heinz Housel The population of first-generation college students (FGS) is increasing in an ever-tightening economy, a time when employers demand a college degree even for an initial interview. According to a 2007 study by UCLA s Higher Education Research Institute, nearly one in six freshmen at American four-year institutions is first generation. However, FGS often straddle different cultures between school and home, and many feel socially, ethnically, academically, and emotionally marginalized on campus. Because of these disparities, FGS frequently encounter barriers to academic success and require additional campus support resources. Some institutions offer increased financial aid and loan-free aid packages to FGS, but these remedies although welcome do not fully address the diverse and complex challenges that these students experience. Responding to these complexities, this volume's chapters extend previous research by examining the multiple transitions experienced by both undergraduate and graduate FGS. This volume's cuttingedge research will help college and university administrators, faculty, and staff work better with FGS through more effective pedagogy and institutional programs. Ultimately, this volume affirms how learning communities are strengthened when they include diverse student populations such as FGS and meet their particular emotional, academic, and financial needs First-generation college students Teacher-student relationships Studienanfänger (DE-588)4183828-2 gnd rswk-swf Collegestudent (DE-588)4315181-4 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content USA (DE-588)4078704-7 g Collegestudent (DE-588)4315181-4 s Studienanfänger (DE-588)4183828-2 s b DE-604 Harvey, Vickie L. edt New directions for teaching and learning 127 (DE-604)BV035926804 127 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024505823&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
spellingShingle | Faculty and first-generation college students bridging the classroom gap together New directions for teaching and learning Foreword / Janice Wiggins -- Introduction: Shall we gather in the classroom? / Teresa Heinz Housel, Vickie L. Harvey -- When first-generation students go to graduate school / Brett Lunceford -- First-generation Latina graduate students : balancing professional identity development with traditional family roles / Valerie Lester Leyva -- Learning a new world : reflections on being a first-generation college student and the influence of TRIO programs / LaKresha Graham -- Faculty perceptions of the first-generation student experience and programs at tribal colleges / Jacqueline J. Schmidt, Yemi Akande -- Understanding the first-generation student experience in higher education through a relational dialectic perspective / Russell Lowery-Hart, George Pacheco Jr. -- First-generation issues : Learning outcomes of the dismissal testimonial for academically dismissed students in the arts & sciences / Jennifer Brost, Kelly Payne -- A social constructionist view of issues confronting first-generation college students / Stephen Coffman -- Critical compassionate pedagogy and the teacher's role in first-generation student success / Richie Neil Hao -- Gathering ourselves and our students : concluding remarks / Vickie L. Harvey, Teresa Heinz Housel First-generation college students Teacher-student relationships Studienanfänger (DE-588)4183828-2 gnd Collegestudent (DE-588)4315181-4 gnd |
subject_GND | (DE-588)4183828-2 (DE-588)4315181-4 (DE-588)4078704-7 (DE-588)4143413-4 |
title | Faculty and first-generation college students bridging the classroom gap together |
title_auth | Faculty and first-generation college students bridging the classroom gap together |
title_exact_search | Faculty and first-generation college students bridging the classroom gap together |
title_full | Faculty and first-generation college students bridging the classroom gap together Vickie L. Harvey, Teresa Heinz Housel, eds. |
title_fullStr | Faculty and first-generation college students bridging the classroom gap together Vickie L. Harvey, Teresa Heinz Housel, eds. |
title_full_unstemmed | Faculty and first-generation college students bridging the classroom gap together Vickie L. Harvey, Teresa Heinz Housel, eds. |
title_short | Faculty and first-generation college students |
title_sort | faculty and first generation college students bridging the classroom gap together |
title_sub | bridging the classroom gap together |
topic | First-generation college students Teacher-student relationships Studienanfänger (DE-588)4183828-2 gnd Collegestudent (DE-588)4315181-4 gnd |
topic_facet | First-generation college students Teacher-student relationships Studienanfänger Collegestudent USA Aufsatzsammlung |
url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024505823&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
volume_link | (DE-604)BV035926804 |
work_keys_str_mv | AT harveyvickiel facultyandfirstgenerationcollegestudentsbridgingtheclassroomgaptogether |