Caught in Limbo: Mapping Social Spaces for First-Generation Students in Graduate School

Miner, Michael A.

doi:10.1177/01605976211001553

Cited by 4 publications

(4 citation statements)

References 46 publications

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“…Students whose parents did not attend college (i.e. first-generation college students) occupy diverse social positions during graduate education (Miner, 2022). However, the literature shows one key group trend: that first-generation bachelor’s degree recipients are less likely to apply to graduate programs (Carlton, 2015; Nevill et al , 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Recent research (Miner, 2022, p. 412) demonstrates that, once a first-generation student gains access to graduate education, they are “seamlessly” adaptive and flexible in the socialization process, despite a lack of cultural capital regarding the process of graduate education. However, there seems to be a dearth in the literature regarding how first-generation students experience the application process.…”

Section: Literature Reviewmentioning

confidence: 99%

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Differences in support within the social science graduate admissions pipeline

Tidwell,

Logan

2023

SGPE

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Purpose The purpose of this paper is to understand demographic group (race, first-generation college graduate, gender, age) differences among perceived family and faculty social and family financial support within the US graduate school admissions pipeline in the social sciences. Design/methodology/approach Using data from a cross-sectional convenience sample survey (N = 99), this paper looks at ordinal social support variables (faculty member support, family social support and family financial support) by demographic groups. This paper uses a Mann–Whitney U test to compare first-generation status, race and gender and a Kruskal–Wallis H test to compare age groups. Findings This paper finds that applicants over 27 years old had significantly less faculty support in the graduate admissions pipeline compared to other age groups; differences in faculty support across race were marginally significant (p = 0.057). Regarding family social support, this paper finds first-generation applicants, male applicants and applicants over 27 years old report lower levels of support. Finally, this paper finds first-generation applicants and applicants over 27 years old report lower levels of familial financial support. Originality/value Previous literature on graduate admissions – published in this journal (Pieper and Krsmanovic, 2022) and others – does not consider experiences up to and before applicants hit the “submit” button on graduate applicants, which the authors term the graduate admissions pipeline. Instead, most previous literatures focus on faculty committees and validity of required application materials. Thus, this study begins to answer Posselt and Grodsky’s (2017) call to develop an understanding of applicant experiences and support within the graduate admissions pipeline.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Differences in support within the social science graduate admissions pipeline

Tidwell,

Logan

2023

SGPE

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“…Research has shown that the less support a college student has, the less likely they are to progress in their education (Dennis et al, 2005). This is especially true for graduate students, whose educational journeys are often misunderstood because few are aware of the complexities of graduate education, particularly for historically marginalized groups and first-generation college students (Miner, 2022).…”

mentioning

confidence: 99%

“…Families can be sources of support or of stress and conflict for White, first-generation students in science, technology, engineering, and math (STEM) programs (Miner, 2022) as well as for historically marginalized students (Ong et al, 2020). Few empirical studies of graduate students in STEM cite the importance of family influence and support (Ong et al, 2011(Ong et al, , 2020.…”

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confidence: 99%

Familial roles and support of doctoral students

et al. 2023

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ObjectiveIdentify the role(s) and support(s), if any, that family members provide to first‐generation and historically marginalized doctoral students, including strengths and challenges of this support.BackgroundNonfinancial family support is important for the success and retention of first‐generation and historically marginalized graduate students. More empirical studies of the role(s) and support of family members of these doctoral students are needed.MethodDuring an intervention designed for first‐generation and historically marginalized doctoral students and their families, we conducted four focus groups with doctoral students (n = 22) and three focus groups with the family members they chose to accompany them (n = 15). Transcripts were analyzed using thematic analysis.ResultsTwo themes emerged from the data: support and connection. In addition to providing distinct types of support, families play both supportive and connective roles. There are challenges to family roles and support in areas such as communication, doctoral student stress, and different ways that family members and doctoral students think about and approach life.ConclusionThe study provided key insights to understanding the roles and support of family of doctoral students; more efforts are needed across graduate schools in the United States.ImplicationsFamily science faculty and graduate schools may collaborate to provide meaningful interventions for graduate students and their families for the goal of promoting graduate student retention and success.

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