Addressing the Sophomore Slump: First-Generation College Students’ Completion of Year Two of Study in a Rural Bachelor’s Degree Granting College

Abstract

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.

Multi-generational labour markets: Data-driven discovery of multi-perspective system parameters using machine learning

“…For instance, identifying the factors contributing to the retention of first-generation college students and facilitating this retention. 76 Also, the challenges faced by first-generation students that hinder the achievement of their academic goals. 77 Moreover, exhorting educational institutions to help students overcome barriers and become successful.…”

Springforward and STEP: Assessing the Outcomes of a Two-Part Academic Success Initiative

“…and "What aspects of student success are not addressed in this two-part initiative?" For context, we will revisit the needs for sophomore student success, as outlined in Table 5 (Capik & Shupp, 2021;Gahagan, 2018;Gahagan & Hunter, 2006;Perez, 2020;Schaller, 2005;Sterling, 2018;Webb & Cotton, 2019;Young, 2019). SpringForward and STEP met many of the participants' needs as they moved into and through their sophomore year.…”

“…Yet second-year students need developmental support, particularly in choosing a major, identifying one's purpose, and developing a sense of belonging (Normyle, 2015;Sterling, 2018;Young, 2018). The second year may be the most challenging for students as their academic demands and expectations ramp up (Capik & Shupp, 2021). Nationally, there are fewer opportunities for second-year students to engage in high-impact practices designed specifically for the sophomore year, and first-year programming does not necessarily fulfill the needs of students' future years (Perez, 2020;L.…”

“Strained and Strange”: Second-Year University Students' Help-Seeking Strategies

“…Compared to the first year, courses in the second year have more academic rigour and complexity and students are expected to be able to demonstrate a depth of knowledge, integrate complex concepts and be independent, self-regulated learners (Virtue et al, 2017). This phenomenon is reported as the "sophomore slump" and "second-year blues" (Capik & Shupp, 2021). Second-year students can be reluctant to seek help to avoid being seen as less competent by peers and instructors (Milsom, 2015) or are overconfident in their abilities and consider they do not need help, when in reality they do (Birbeck et al, 2021).…”