Enhancing Engagement With Faculty and Staff to Facilitate Student Success: An Evaluation of a Parent Intervention

Deutschlander, Denise

doi:10.3102/0162373719845653

Cited by 6 publications

(5 citation statements)

References 78 publications

(118 reference statements)

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“…In addition to offering new insights into the experiences of first-generation students in college, these findings have important implications for theorizing the relationship between cultural capital and education. While much of the prior literature has examined the role of cultural capital in reproducing social inequality, this study builds on and extends the literature on cultural mobility (Attewell and Lavin 2007;Deutschlander 2019;Domina and Roksa 2012;Jack 2016Jack , 2019. Research on cultural mobility has illuminated how individuals' exposure to higher education can facilitate familiarity with and ability to navigate college.…”

Section: Discussionmentioning

confidence: 99%

“…Prior research has noted the importance of family support for underrepresented racial/ethnic minority students (Ceja 2006; Dennis et al 2005; Gloria and Castellanos 2003; Guiffrida 2005; Lopez 2001; Rodriguez et al 2003). Moreover, at least one study of low‐income and first‐generation students has reported that parental support is more important for Latinx students than other racial/ethnic groups, including African American students (Deutschlander 2019). How siblings may both directly and indirectly support students from different racial/ethnic backgrounds, including potential differences between Latinx and African American students, deserves careful attention.…”

Section: Discussionmentioning

confidence: 99%

“…Lareau (2011) conceptualized parent‐student discussion as one of the key elements of parenting and a reflection of cultural capital (see also Engberg and Allen 2011; Plank and Jordan 2001; Roksa and Deutschlander 2018). A recent study using a randomized controlled trial showed that when socioeconomically disadvantaged parents were provided with information about college, they were more likely to talk to their children about engaging with faculty and staff, and students were more likely to change their attitudes about help seeking (Deutschlander 2019). Examining how parents and college students communicate and what they talk about can thus offer a window into their cultural capital, capturing their understandings of college and familiarity with the norms and expectations of higher education.…”

Section: Literature Reviewmentioning

confidence: 99%

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Navigating the First Year of College: Siblings, Parents, and First‐Generation Students’ Experiences

et al. 2020

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Although college education is a key to upward mobility, students from socioeconomically disadvantaged backgrounds are less likely to enter and complete college than their more advantaged peers. Prior literature has illuminated how cultural capital contributes to these disparities. An alternative conceptualization of cultural capital, however, suggests that it can also play a role in social mobility. In this study, we build on and extend the literature on cultural mobility by proposing that exposure to education can benefit not only individuals but also families. We examine the influence of older siblings who attended college on the experiences of younger college‐going siblings in families where neither parent has completed college (i.e., first‐generation families). We find that students rarely rely on their older siblings as sources of information and advice, except in a few instances where older siblings attended the same institution. However, both the topics and nature of conversations between parents and students differ between families with and without older college‐educated siblings. The primary benefit of having college‐educated siblings is thus related to students’ engagement with and support received from parents. These findings have important implications for cultural capital research and understanding experiences of first‐generation college students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Navigating the First Year of College: Siblings, Parents, and First‐Generation Students’ Experiences

et al. 2020

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“…The purpose of the zoning system is to make it easier to access new admissions services for students around the school, ensure that school-age residents can get an education, and accommodate students' talents and potential [26,27]. It is hoped that the zoning system within a certain radius will reduce the costs and risks of transporting students to school so that parents benefit from the cost and safety of their children on the way to school [28]. The zoning system prioritises prospective new students who come from the environment around the school, with a portion of 50-70%.…”

Section: Discussionmentioning

confidence: 99%

Zonation system in admission of new student at state secondary school in Indonesia: how predictable to learning success

Bulkani,

Fatchurahman,

Setiawan

2023

Obraz. nauka

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Introduction. A new student acceptance model with the zoning system raises various problems, including the unequal number of public schools in an area causing students to experience barriers to obtaining a proper education. The decrease in motivation and achievement of students is because the selection is only based on zoning, and the achievements of prospective students at the previous education level are not considered. Students fail to enter superior schools because they are outside the zone. The distribution of quality public schools are not evenly distributed, causing limited choices and causing the implementation of the principle of justice in access to education services – lack of readiness of local governments in setting zones.Aim. From the problems above, this study aims to find differences in learning achievement in terms of admission, predict learning achievement from elementary school to junior high school, and determine graduation document predictions with a zoning system on student achievement.Research methodology and methods. The research used a quantitative approach from October 2021 to March 2022. The research sample was 356 students who entered the 2018 state junior high school and graduated from the 2020 school year junior high school. The sampling technique for this study used proportional random sampling. Determining the size of the research sample was done by considering the pathways for accepting new students: the zoning path, the achievement path, the affirmation path, and the parent transfer path. Data analysis used ANOVA and multiple regression analysis at a significance level of 5%.Results and scientific novelty. The results showed no difference in the average report cards of junior high school students when viewed from the path when they entered the junior high school through the zoning system. The results of one-way ANOVA obtained F = 1.298 with a significance level of 0.275. The differences in the entry paths of students to junior high school, namely from the zoning pathway, academic and non-academic achievement pathways, affirmation pathways, and parental transfer paths, are proven not to affect their learning achievement in junior high schools. There is a linear regression from students’ learning achievement in elementary school to students’ learning achievement in junior high school. The partial and simultaneous tests show that it is not proven that learning achievement in elementary school affects learning achievement in junior high school. When they graduate from elementary school, students’ learning achievement has a weak predictive power on students’ learning achievement in junior high school. The national primary school-based school examination average, elementary school report card average, and elementary school examination average, used as entry requirements to junior high school in the zoning system, only have a predictive power of 1.4–2,7%.Practical significance. Parents can use this research to make decisions on their child’s education. Parents do not need to worry about the zoning system implemented by the government in accepting new students because the zoning system does not affect children’s achievements at the level of education they take. The school must also implement education systems and policies properly so that the quality of education in each institution is maintained so that parents do not worry about choosing a place for their child’s education.

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“…Not only do FGCS have differential outcomes, but they also often feel less supported and do not have access to as many college experiences as their counterparts (Benson & Lee, 2020;Jack, 2019;Pascarella et al, 2004). In particular, FGCS are less likely to reach out to academic advisors or other support staff for essential resources and information because they are: 1) unaware of resources, 2) insecure about their lack of cultural knowledge, or 3) do not want to impose on staff (Deutschlander, 2019;Jack, 2019;Lareau, 2015). However, advisors and support staff can make a significant difference in FGCS outcomes (Bassett, 2020;McCallen & Jonson, 2020;Museus & Ravello, 2010;Tobolowsky et al, 2020;Young-Jones, et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Is It What You Know or Who You Know?: An Information Typology of How First-Generation College Students Access Campus Resources

Grim

Bausch

Hussain

et al. 2021

Journal of College Student Retention: Research, Theory & Pr

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While there has been increased investigation of the enrollment patterns and access to college for first-generation college students (FGCS), less is understood about how FGCS learn and utilize vital information to persist with limited familial knowledge about college success. In this paper we utilize focus group data of 62 diverse FGCS to create a typology of how students utilize information to succeed in college. Using theory from sociology and information sciences we categorize the sources FGCS learn from and how information is utilized. Our findings indicate that FGCS develop complex ways of finding information even with minimal support and those information sources that are most helpful are often connected to pre-existing and informal relationships. We conclude by offering implications for future research on FGCS student success and opportunities for administrators to incorporate information-finding and relationship-building concepts into student success practice.

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Enhancing Engagement With Faculty and Staff to Facilitate Student Success: An Evaluation of a Parent Intervention

Cited by 6 publications

References 78 publications

Navigating the First Year of College: Siblings, Parents, and First‐Generation Students’ Experiences

Navigating the First Year of College: Siblings, Parents, and First‐Generation Students’ Experiences

Zonation system in admission of new student at state secondary school in Indonesia: how predictable to learning success

Is It What You Know or Who You Know?: An Information Typology of How First-Generation College Students Access Campus Resources

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