Social Capital and Academic Motivation Among First-Generation Community College Students

Moschetti, Roxanne; Hudley, Cynthia

doi:10.1080/10668926.2013.819304

Cited by 64 publications

(67 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Reay, Crozier, and Clayton (2009) notably refer to this as an "out of field experience" (p. 1110)-the feeling of being disconnected or out of place while navigating a high-SES environment (i.e., a college environment). Indeed, higher education is a new and often unfamiliar environment for low-SES students, and they frequently have difficulty embracing their new identity as college students (Aries & Seider, 2005;Hinz, 2016;Lee & Kramer, 2013;Reay et al, 2009;Reay, Crozier, & Clayton, 2010;Venus Moschetti & Hudley, 2015).…”

Section: Identity Managementmentioning

confidence: 99%

The Experience of Low‐SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social‐Class Inequality

Jury

Smeding

Stephens

et al. 2017

Journal of Social Issues

185

138

View full text Add to dashboard Cite

show abstract

Section: Identity Managementmentioning

confidence: 99%

The Experience of Low‐SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social‐Class Inequality

Jury

Smeding

Stephens

et al. 2017

Journal of Social Issues

185

138

View full text Add to dashboard Cite

show abstract

“…In addition, an important barrier to enhanced college graduation rates from underrepresented students in STEM fields is a lack of college knowledge (Brooks-Terry, 1988;Horn & Nuñez, 2000;Ishanti & DesJardins, 2002;Ishanti, 2006;Moschetti & Hudley, 2014). There is a high correlation between low socioeconomic status and college graduation, and this has led researchers to extend beyond content knowledge in search of obstacles to college graduation (Estep, 2016;Rheinschmidt & Mendoza-Denton, 2014).…”

Section: Area Of Concernmentioning

confidence: 99%

Untitled

2019

ije

View full text Add to dashboard Cite

In this issue, we again demonstrate the multiplicity of fields that mark education. Within this issue there are papers on quantitative and verbal aptitudes as predictors of success; in-service teacher training and professional development; student success workshops for Hispanic students; science teaching, internationalization of higher education in Mongolia; learning transfer; and a model of knowledge sharing between teachers. We are sure that you will find food for thought and reflection, and the possibility of application in your own fields.

show abstract

“…They have a disadvantage compared to their peers, which leads to greater deficiencies in social capital and culminates in a generational stagnation. 4 They must rely on support from others: alternative family members, peers, faculty, staff, and educators within the system of higher education. By creating these support systems, through social capital, they are provided with the guidance and assistance necessary to aid them in adjusting throughout the process of higher education.…”

Section: Social Capital Theorymentioning

confidence: 99%

Identifying Issues Surrounding First Generation Students

Rubio¹,

Mireles²,

Jones³

et al. 2017

AJUR

View full text Add to dashboard Cite

First-generation students compose a subpopulation within the institution of higher education, which exhibits its own set of resources in areas such as academic preparation, support systems, family background, and finances to apply to education. This quantitative study examined gaps and barriers to resources currently available to assist the population. The researchers utilized four pre-developed demographic questions along with a 34-item survey instrument assessing the experiences of first generation students, to gather the data presented in the study. The analysis involved coding and elementary data analysis of demographics and reporting frequencies. The 200 participants in the study identified as first-generation students at four-year universities within the United States. The majority of the participants surveyed were white (69.5%; n= 139), between the ages of 17 and 26 (94.5%; n=189), and from families within the middle-class income bracket of (39.5%; n= 79). The results indicated that most common barrier to participants attending college was tuition-cost (63%; n=126), followed by a lack of information about a college, such as financial aid availability and required documents (34.5%; n=69). Over 64% (n=129) received support or guidance from support networks in the form of parents and/or guardians. The study provided information about the issues encountered by first-generation students, as well as the accessed support networks, and preferred resources. KEYWORDS: First-Generation Student; College Retention; Academic Preparation; Financial Assistance; Support Systems

show abstract

Social Capital and Academic Motivation Among First-Generation Community College Students

Cited by 64 publications

References 42 publications

The Experience of Low‐SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social‐Class Inequality

The Experience of Low‐SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social‐Class Inequality

Untitled

Identifying Issues Surrounding First Generation Students

Contact Info

Product

Resources

About