The Role of Motivation, Parental Support, and Peer Support in the Academic Success of Ethnic Minority First-Generation College Students

2005 ◽  
Vol 46 (3) ◽  
pp. 223-236 ◽  
Author(s):  
Jessica M Dennis ◽  
Jean S Phinney ◽  
Lizette Ivy Chuateco
Keyword(s):  
College Students ◽  
Academic Success ◽  
Ethnic Minority ◽  
Peer Support ◽  
Parental Support ◽  
First Generation ◽  
First Generation College Students ◽  
First Generation College

An Exploration of Parental Support in the Retention of Rural First-Generation College Students

2020 ◽  
pp. 152102512090788 ◽  
Author(s):  
Edna McCulloh
Keyword(s):  
College Students ◽  
Parental Support ◽  
First Generation ◽  
Extended Family ◽  
Community Support ◽  
Private University ◽  
First Generation College Students ◽  
Support Network ◽  
Individual Interviews ◽  
First Generation College

Rural first-generation college students (FGCSs) encounter complications in college that are often the result of a lack of college readiness, difficulty adjusting to new communities, and the absence of a support network. This study explored the parental support that promoted retention of rural FGCSs attending a small, private university, where withdrawal rates of this population are higher than that of continuing-generation students. A case study design facilitated the exploration of 12 rural FGCSs’ perceptions of their parental support. Data collection consisted of semistructured individual interviews. The emergent themes included in this article are (a) parental support, (b) extended family support, and (c) community support. The results revealed that parental support reflected a spectrum of types, and the social capital provided by parents, family, and community support systems made possible rural FGCS retention.

scholarly journals Decoding the Hidden Curriculum: Latino/a First Generation College Students’ Influence on Younger Siblings’ Educational Trajectory

2020 ◽  
Author(s):  
Vanessa Delgado
Keyword(s):  
College Students ◽  
Academic Success ◽  
Research University ◽  
First Generation ◽  
Community Support ◽  
Past Research ◽  
First Generation College Students ◽  
Parents And Children ◽  
First Generation College ◽  
Older Siblings

Past research demonstrates that familial and community support can aid the academic success of Latino/a students. However, few studies explore how older siblings influence their younger siblings’ education trajectory including primary, secondary, and post-secondary education. Drawing on 25 in-depth interviews with Latino/a first generation college students at a large research university in Southern California, I find that older siblings assist their younger family members by (a) choosing schools, (b) assisting with reading comprehension, (c) helping with homework assignments, and (d) post high school preparation. In doing do, they demystify norms and rules about education and attempt to position their loved ones on a path of upward mobility. I capture the labor Latino/a children of immigrants provide to their families and how these contributions can result in tensions between parents and children. Findings advance frameworks in immigrant brokering, Latino/a families, and education.

scholarly journals First Generation College Students’ Perceptions of an Academic Retention Program

2019 ◽  
Vol 19 (5) ◽  
Author(s):  
Lisa Schelbe ◽  
Martin Swanbrow Becker ◽  
Carmella Spinelli ◽  
Denesha McCray
Keyword(s):  
College Students ◽  
Academic Success ◽  
Focus Groups ◽  
Undergraduate Students ◽  
First Generation ◽  
First Generation College Students ◽  
Team Members ◽  
First Generation College ◽  
Academic Retention ◽  
Program Components

This qualitative study examines the perceptions of students enrolled in a campus-based program designed to promote academic success and retention of first generation college students. Method: Twenty-five undergraduate students in the program participated in focus groups and interviews to share their perceptions and experiences. Research team members conducted a thematic analysis on the focus groups and interviews transcripts. Findings: Students reported program components that contributed to their academic success and retention including support, expectations, resources, and preparation. Students also described concerns about how students’ needs changed over time and how students in the program were perceived on campus.

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