Comparative Experiences of First- and Continuing-Generation Social Work Students

Simmons, Lamont D.; Taylor, Laura C.; Anderson, Kenya; Neely‐Barnes, Susan

doi:10.1080/10437797.2018.1434436

Cited by 9 publications

(10 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Nine studies included in the scoping review found that FGS had significantly more mental health problems than CGS in terms of stress (Simmons et al, 2018), stress and depression (Stebleton et al, 2014; Stebleton & Soria, 2012), anxiety and depression (Keefe et al, 2020; Kroshus et al, 2021), anxiety and financial stress (Cadaret & Rieder Bennett, 2019), acculturative stress (Corona et al, 2017) test anxiety (Janke et al, 2017) and financial anxiety (Potter et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

Mental health problems in first‐generation university students: A scoping review

Smith,

McLellan

2023

Review of Education

View full text Add to dashboard Cite

Despite growing concern about mental health problems in university students and increasing recognition that first‐generation university students (FGS) may face additional challenges, there has been no previous attempt to map the existing research on FGS mental health. The aim of this scoping review was to elicit current understanding of mental health problems in FGS from the literature. Following database searches and screening, 40 peer‐reviewed articles were included in the scoping review. Findings from these studies were synthesised for: types of mental health problems in FGS; prevalence of mental health problems in FGS compared to continuing‐generation students (CGS); factors associated with mental health problems in FGS; effects of mental health problems on FGS; help‐seeking for mental health problems in FGS; and interventions. Significant gaps were highlighted and recommendations made for future research, particularly outside the United States. True commitment to widening participation demands much more research on mental health problems in FGS to ensure that they thrive not just arrive. Context and implications Rationale for this studyThe aim of this scoping review was to map the existing international research on mental health problems in first‐generation university students (FGS).Why do the new findings matter?The scoping review synthesises findings from 40 empirical studies published in peer‐reviewed journals, giving valuable insights into mental health problems in FGS and highlighting significant gaps in our understanding.Implications for higher education researchers and universitiesThe findings of the scoping review are a call to action for future research in this field. More studies are needed, particularly outside the United States, using a variety of research designs to gain a more comprehensive understanding of mental health problems in FGS. This research should be prioritised so that universities are provided with evidence‐based recommendations to mitigate and/or address mental health problems in FGS, thereby helping to ensure that they thrive in higher education.

show abstract

Section: Resultsmentioning

confidence: 99%

Mental health problems in first‐generation university students: A scoping review

Smith,

McLellan

2023

Review of Education

View full text Add to dashboard Cite

show abstract

“…Nontraditional students have significantly lower program completion rates than traditional students (Markle, 2015). Nontraditional student characteristics, social location, and role identity can lead to increased student stress levels, jeopardizing academic perseverance (Benner & Curl, 2018;Burke, 2019;MacDonald, 2018;Phirangee, 2016;Simmons et al, 2018;Vladimischi, 2013). Student demographics (e.g., being older, female, African American or Latino, first generation) and having less parental financial support are associated with increased student stress levels, thus affecting the ability to successfully navigate school (Benner & Curl, 2018;Lee, 2018;Liao et al, 2016;Lisnyj et al, 2021;Simmons et al, 2018).…”

Section: Higher Education's Changing Landscapementioning

confidence: 99%

“…Nontraditional student characteristics, social location, and role identity can lead to increased student stress levels, jeopardizing academic perseverance (Benner & Curl, 2018;Burke, 2019;MacDonald, 2018;Phirangee, 2016;Simmons et al, 2018;Vladimischi, 2013). Student demographics (e.g., being older, female, African American or Latino, first generation) and having less parental financial support are associated with increased student stress levels, thus affecting the ability to successfully navigate school (Benner & Curl, 2018;Lee, 2018;Liao et al, 2016;Lisnyj et al, 2021;Simmons et al, 2018). Previous research found that students who identify as female and who are employed full-time have a higher risk of withdrawing from distance education classes than students who did not identify as female or who were not employed (Stoessel et al, 2015).…”

Section: Higher Education's Changing Landscapementioning

confidence: 99%

“…Due to occupying multiple roles, this student population seeks flexibility, and online programs meet that need for those seeking a postsecondary education (Cummings et al, 2019). Once recruited, however, institutions and OALs encounter numerous retention challenges, as changing student demographics and stress influence retention (Benner & Curl, 2018; Burke, 2019; Simmons et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Not Alone When I’m Feeling Stressed: Online Adult Learner Connection and Retention

Shatila

2023

Adult Education Quarterly

View full text Add to dashboard Cite

Increasingly, nontraditional students (over age 25, employed, parenting) are enrolling in universities offering online options. Online programs appeal to those needing flexible educational options, yet attrition remains high for adult learners and students enrolled in online education. Building on previous research, this study examines relationships between social location, role identity, social connectedness, and academic perseverance among online adult learners. Survey results from students ( n = 254) enrolled in online programs were analyzed, examining relationships between social connectedness and self-reported academic outcomes. Results showed that participants were confident in their ability to navigate school and competing priorities but recognized peer connection's value in supporting better academic outcomes; as perceptions about social connection's value increased, so too did the perception that connection fostered better academic outcomes. Implications for fostering nontraditional student social connectedness in online learning are discussed.

show abstract

“…Hodges (2000) survey of undergraduates in a social welfare program at a highly selective university revealed FGS were slightly older and more likely to be Hispanic/Latina/o. A recent survey of undergraduate social work majors at a public, four-year institution found 64% were FGS, who were more likely to be African-American, women, and non-traditional students (Simmons et al, 2018). FGS also reported more interdependent motivations for college.…”

Section: Literature Reviewmentioning

confidence: 99%

“We Support You … to an Extent”: Identities, Intersections, and Family Support Among First-Generation Students in a School of Social Work

Mosier

2021

Affilia

View full text Add to dashboard Cite

Family support is a critical part of college student retention. Given the strength of parental educational attainment in predicting access and persistence among college students (Choy, 2001), some have questioned the capacity for families to support first-generation college students. Family support may be especially critical for first-generation college students, who value interdependence more highly than continuing generation students (Stephens et al., 2012). This paper centers the perspectives of first-generation students in a school of social work and their experiences of family support. Focus group conversations were analyzed using the Listening Guide/Voice-centered relational data analysis (Brown & Gilligan, 1992). My interpretations were also guided by Black Feminist Thought (Crenshaw, 2000; Hill Collins, 1990) and Post-Modern Feminism (Campbell & Wasco, 2000), offering an intersectional, relationally-focused analysis of the nuances of family support. Findings highlight students’ perceptions of family support, and the role that cultural expectations related to gender, race, and class play in shaping contradictory messages of family support. I offer implications for educators in schools of social work, including troubling narratives of social mobility, as part of the larger project of enhancing social justice in academia (Saulnier & Swigonski, 2006).

show abstract

Comparative Experiences of First- and Continuing-Generation Social Work Students

Cited by 9 publications

References 23 publications

Mental health problems in first‐generation university students: A scoping review

Mental health problems in first‐generation university students: A scoping review

Not Alone When I’m Feeling Stressed: Online Adult Learner Connection and Retention

“We Support You … to an Extent”: Identities, Intersections, and Family Support Among First-Generation Students in a School of Social Work

Contact Info

Product

Resources

About