scholarly journals Being a First-Generation Migrant Family Student in Finland: Perceptions and experiences of the Educational Journey to Higher Education

2019 ◽  
Vol 6 (3) ◽  
pp. 157
Author(s):  
Golaleh Makrooni
Keyword(s):  
Higher Education ◽  
Interpersonal Relationships ◽  
First Generation ◽  
Family Values ◽  
Policy Makers ◽  
Institutional Values ◽  
Migrant Families ◽  
Migrant Family ◽  
Support Students ◽  
Generation Migrant

This research aimed to investigate the situation of first-generation migrant family students (FGMFSs) in higher education in Finland and determined how FGMFSs experience and perceive their educational journey to achieve higher education. The study focused on the factors that support students to be successful in their education. Fifteen first generation students in higher education who belong to migrant families in Finland were surveyed utilizing semi-structured in-depth interviews. In this qualitative study, grounded theory (GT) was used to identify emerging latent patterns from data. Three main categories family values, institutional values, and interpersonal relationships were identified to support students to be successful in their education and enter higher education. The results of this study can help educational institutions, educators, and policy makers understand what factors are important in improving educational success for migrant students.

scholarly journals From Challenge to Empowerment: Cross-Cultural Experiences and Perceptions of First-Generation Migrant Family Students

2020 ◽  
Vol 7 (3) ◽  
pp. 112
Author(s):  
Golaleh Makrooni
Keyword(s):  
Higher Education ◽  
First Generation ◽  
Cross Cultural ◽  
Educational Institutions ◽  
Migrant Students ◽  
Cultural Challenges ◽  
Cultural Experiences ◽  
Migrant Family ◽  
Educational Path ◽  
Generation Migrant

Although research on migrant students and their education exists, there is a lack of knowledge in Finland about the experiences and perceptions of successful First-Generation Migrant Family Students (FGMFS) in their educational path and transition from school to higher education. Therefore, this study aims to identify the main factors by which these students can successfully shape their educational pathway. Fifteen FGMFS pursuing higher education in Finland were interviewed, and, with the help of Grounded Theory (GT), three main categories — Individualism and Collectivism, Gender Role, and Critical Thinking — were identified as significant in coping with cross-cultural challenges and continuing their study in higher education successfully. The results of this study can help educational institutions create empowering environments to enhance the learning of FGMFS.

scholarly journals Academic Learners in Finland: The Experiences and Perceptions of First-Generation Migrant Family Students in Higher Education

2020 ◽  
Vol 8 (1) ◽  
pp. 85
Author(s):  
Golaleh Makrooni ◽  
Eero Ropo
Keyword(s):  
Higher Education ◽  
First Generation ◽  
Well Being ◽  
University Education ◽  
Educational Success ◽  
Dynamic Architecture ◽  
Educational Pathways ◽  
Success In Higher Education ◽  
Migrant Family ◽  
Generation Migrant

The increasing migration and internationalization of societies require a new dynamic architecture in higher education. Understanding the educational journey of specific groups of students is, therefore, of great importance. This study describes the educational pathways of first-generation migrant family students (FGMFSs) who have been successful in their university education. For this grounded theory study, fifteen FGMFSs at universities in Finland were interviewed. Three main categories—the academic environment, academic performance, and academic well-being—were identified as critical factors influencing their educational success in higher education. The results of this study can help educators and policymakers better understand the factors that are important for FGMFSs’ sense of belonging and educational success in higher education.

scholarly journals From First to First: Black, Indigenous, and People of Color First-Generation Faculty and Administrator Narratives of Intersectional Marginality and Mattering as Communal Praxis

2021 ◽  
Vol 11 (12) ◽  
pp. 773
Author(s):  
Rican Vue
Keyword(s):  
Higher Education ◽  
Narrative Analysis ◽  
First Generation ◽  
People Of Color ◽  
Oral Histories ◽  
First Generation Students ◽  
Policy Makers ◽  
Social Lives ◽  
Faculty And Administrators

While the education of first-generation students (FGS) has garnered the attention of scholars, educators, and policy makers, there is limited dialogue on how first-generation faculty and administrators (FGF/A)—that is, first-generation students who went on to become faculty and/or administrators—experience higher education and are engaged in enhancing equity, inclusion, and justice. Intersectional approaches, which illuminate the nexus of race, gender, and class in education, are necessary for appreciating the complexity of FGF/A experiences and liberatory practices taking shape in higher education. Narrative analysis examining nine Black, Indigenous and People of Color (BIPOC) FGF/A oral histories reveal how stories of mattering and intersectional marginality are sites of communal praxis that aim to dislodge systems of power, including racism, classism, and patriarchy. This praxis involves validating the complexity of students’ academic and social lives and engaging vulnerability. The discussion encourages reflection of how communal praxis can be cultivated toward transforming the linked conditions of faculty and students.

Reasons for Student Behavior Codes: A Qualitative Study at Two Christian Liberal Arts Institutions

NASPA Journal ◽  
2005 ◽  
Vol 42 (4) ◽  
Author(s):  
Brad A. Lau
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Liberal Arts ◽  
Student Behavior ◽  
Codes Of Conduct ◽  
Faculty Members ◽  
Christian Higher Education ◽  
Liberal Arts Institutions ◽  
Institutional Values

One of the great challenges facing Christian higher education is the role and impact of student behavior codes in furthering institutional values and inculcating those values in the students served by such institutions. The perspectives of administrators, faculty members, and students regarding the rationale for codes of conduct at their institution are examined. To obtain data, administrators, faculty members, and students at two Christian liberal arts institutions completed questionnaires and participated in follow-up interviews based on individual responses to the questionnaire. The views of all three groups are described as they see behavior codes relating to institutional purpose and the development and implementation of such codes.

scholarly journals On ‘being first’: the case for first-generation status in Australian higher education equity policy

2021 ◽  
Author(s):  
Sally Patfield ◽  
Jennifer Gore ◽  
Natasha Weaver
Keyword(s):  
Higher Education ◽  
Low Socioeconomic Status ◽  
Higher Education Policy ◽  
First Generation ◽  
Policy Framework ◽  
Indigenous Australians ◽  
Government Schools ◽  
Generation Status ◽  
Educational Disadvantage ◽  
Equity Policy

AbstractFor more than three decades, Australian higher education policy has been guided by a national equity framework focussed on six underrepresented target groups: Indigenous Australians, people from low socioeconomic status backgrounds, people from regional and remote areas, people with disabilities, people from non-English speaking backgrounds, and women in non-traditional areas of study. Despite bringing equitable access to the forefront of university agendas, this policy framework has fostered a somewhat narrow conceptualisation of how educational disadvantage should be addressed. Responding to calls for reform, this paper draws on survey data from 6492 students in NSW government schools to examine the extent to which a new category warrants inclusion in the national framework: first-generation status. We illustrate how being the first in a family to attend university brings distinct equity status and argue for a revision of the national equity framework to recognise and support students who are ‘first’.

Placental weight in first generation migrant mothers in Germany. Do the length of stay, acculturation or migrant status play a role?

Placenta ◽  
2021 ◽  
Vol 108 ◽  
pp. 103-108
Author(s):  
Larry Hinkson ◽  
Matthias David ◽  
Charlotte Bauman ◽  
Theda Borde ◽  
Wolfgang Henrich ◽  
...  
Keyword(s):  
Length Of Stay ◽  
First Generation ◽  
Placental Weight ◽  
Migrant Status ◽  
Generation Migrant

scholarly journals Shape-shifting and pushing against the odds: staff perceptions of the experiences of first generation students in South Africa and the UK

2021 ◽  
Author(s):  
Rachel Forsyth ◽  
Claire Hamshire ◽  
Danny Fontaine-Rainen ◽  
Leza Soldaat
Keyword(s):  
Higher Education ◽  
South Africa ◽  
First Generation ◽  
Teaching Practice ◽  
First Generation Students ◽  
Staff Perceptions ◽  
Staff Members ◽  
Diversity And Inclusion ◽  
University Life ◽  
The Uk

AbstractThe 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.

Promoting divergent leadership philosophies to improve student success outcomes for black and brown students in higher education

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Nicholas Petty ◽  
Dakota King-White ◽  
Tachelle Banks
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Success ◽  
Baccalaureate Degree ◽  
The United States ◽  
Retention Rates ◽  
Completion Rates ◽  
Marginalized Groups ◽  
Support Students

Abstract Throughout the United States there are millions of Black and Brown students starting the process of attending college. However, research indicates that students from traditionally marginalized groups are less likely than their counterparts to complete the process and graduate college (Shapiro et al., 2017). While retention rates for students from traditionally marginalized backgrounds continue to decline, universities are beginning to pay attention to the needs of this population in search of ways of better supporting them. The examination of these factors may also inform programmatic adjustments, leadership philosophies, and future practices to help retain students and lead to eventual completion of a baccalaureate degree. In this article, the authors review the literature to explore factors that can affect Black and Brown students’ completion rates in higher education. By reviewing the literature and the factors impacting Black and Brown students, the authors share with readers initiatives at one university that are being used to support students from a strengths-based approach.

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