Experiences, Supports, and Strategies of First-Generation College Students

Watts, Gavin W.; Garfield, Theresa; Davis, Mariya T.

doi:10.1080/87567555.2022.2050669

Cited by 8 publications

(3 citation statements)

References 38 publications

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“…This university was created to offer PSE opportunities to a largely Hispanic community with historically low levels of educational attainment. The university is designated as a HSI and currently serves a population containing approximately 70% Hispanic students, with the majority also identifying as first-generation college students, which reflects the demographics of the student-participants in the program outlined below (Watts et al, 2022). Additionally, a large portion of the student population come from families identifying as low-socioeconomic status.…”

Section: Methodsmentioning

confidence: 99%

“The change was as big as night and day”: Experiences of professors teaching students with intellectual disabilities

Watts

López²,

Davis³

2023

J Intellect Disabil

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Since the inception of the Higher Education Opportunity Act in 2008, there has been an increase in the number of post-secondary education institutions in the United States that have established inclusive postsecondary programs for individuals with intellectual disabilities to attend college and achieve higher levels of employment. Previous studies have investigated the development and outcomes of these programs, however, less has been explored related to professors' experiences and perceptions regarding this unique student population, particularly within Hispanic Serving Institutions (HSI). The current study focused on professors teaching inclusive courses within a new Comprehensive Transition and Postsecondary Program at a HSI and aimed to identify their perceptions and experiences related to instructing students with intellectual disabilities. Six professors participated in pre- and post-semester in-depth interviews. Findings from applied thematic analysis included: (a) barriers to success; (b) academic supports and strategies; (c) successful outcomes and (d) considerations for future, related programming.

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Section: Methodsmentioning

confidence: 99%

“The change was as big as night and day”: Experiences of professors teaching students with intellectual disabilities

Watts

López²,

Davis³

2023

J Intellect Disabil

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“…Outside of Classroom Time and Connections. Most diverse student populations in higher education require additional, differentiated instructional time and individual feedback on their learning and progress in order to be academically successful (Watts, Garfield, & Davis, 2023). Supplement instructional time at the PSE level may include using campus resources such as tutoring, writing center supports, and/or graduate/teaching assistant meetings or labs.…”

Section: Time and The Classroom And Instructional System/processesmentioning

confidence: 99%

Considering Time: Practical Applications for Supporting Students With Disabilities in Hispanic Serving Institutions

López

Watts

Davis

2023

Journal of Hispanic Higher Education

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Time is a concept often spoken and written about, but rarely identified as an asset for individuals with disabilities, particularly in Hispanic Serving Institutions (HSI). The following discusses how systems and processes are impacted by time. The article further focuses on practical applications associated with time in supporting students with disabilities transitioning and acculturating to HSIs.

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“…Many studies emphasize the causes of academic difficulties among first-generation college students and investigate how external supportive conditions can help them achieve academic success ( Watts et al, 2023 ). Most of this research employs social and cultural capital theories to understand the various inequalities that first-generation college students face in the university environment ( Manzoni and Streib, 2019 ; Glass, 2023 ).…”

Section: Introductionmentioning

confidence: 99%

Learning motivation and environmental support: how first-generation college students achieve success?

Li,

Liu,

2023

Front. Psychol.

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IntroductionWith the continuous expansion of higher education worldwide, the academic performance of first-generation college students has become an essential topic in the scope of international educational research. This study examines the impact of learning motivation (i.e., intrinsic and extrinsic motivation) and environmental support (i.e., instructional, relational, and campus support) on the academic outcomes of first-generation college students based on the Cultural Mismatch Theory and Self-Determination Theory from both individual and environmental perspectives.MethodsA two-stage stratified sampling strategy was adopted to guarantee that the samples were representative of the national populations of college students in mainland China. 87418 data were collected from the China College Student Survey (CCSS) 2020, among which 58,864 were first-generation college students. This study primarily employed descriptive statistical analysis and regression analysis methods.ResultsData analysis revealed that intrinsic learning motivation, relational support, campus support, and academic performance of first-generation college students are significantly lower than those of non-first-generation students. However, this study found no significant differences concerning external learning motivation and teaching support. Regression analysis showed that both learning motivation and environmental support positively predicted learning outcomes, with intrinsic learning motivation having the most substantial influence. Moreover, learning motivation and environmental support interact in jointly promoting the student’s academic success.DiscussionThis study highlighted that the academic development of first-generation college students results from the interplay between individual characteristics and the surrounding environment. Postnatal factors, particularly individual learning motivation, and institutional environment support, play a crucial role in their academic achievements.

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Experiences, Supports, and Strategies of First-Generation College Students

Cited by 8 publications

References 38 publications

“The change was as big as night and day”: Experiences of professors teaching students with intellectual disabilities

“The change was as big as night and day”: Experiences of professors teaching students with intellectual disabilities

Considering Time: Practical Applications for Supporting Students With Disabilities in Hispanic Serving Institutions

Learning motivation and environmental support: how first-generation college students achieve success?

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