Bridging the Cultural Gap: Relationships between Programmatic Offerings and First-Generation Student Benchmarks

Autor/inn/en	Tobolowsky, Barbara F.; Cox, Bradley E.; Chunoo, Vivechkanand S.
Titel	Bridging the Cultural Gap: Relationships between Programmatic Offerings and First-Generation Student Benchmarks
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 22 (2020) 2, S.273-297 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025117742377
Schlagwörter	First Generation College Students; College Freshmen; Cultural Capital; Educational Policy; Academic Achievement; Student Experience; Educational Objectives; Student Personnel Workers; College Faculty; Faculty Development; School Orientation; First Year Seminars; National Surveys; Student Surveys; Policy Analysis; California; Florida; Iowa; Texas; Pennsylvania; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Studienanfänger; Politics of education; Bildungspolitik; Schulleistung; Studienerfahrung; Educational objective; Bildungsziel; Erziehungsziel; Fakultät; Schülerbefragung; Politikfeldanalyse; Kalifornien
Abstract	Inherent challenges affect first-generation students' persistence from as early as the first college year. Using cultural capital as a guide, this study is unique in that it investigates the contribution of first-year policies and programs to the success of first-generation students in 57 bachelor's degree-granting institutions across five states (California, Florida, Iowa, Texas, and Pennsylvania). We identified at least three policies that seem to hold promise toward improving the experience and outcomes for first-year first-generation college students. These policies were (a) residential life or campus support staff who are available and knowledgeable, (b) faculty who attend faculty orientation that includes information about first-year student experiences, and (c) faculty who attend first-year student orientation or attend first-year conferences or workshops. However, policies we might naturally expect to have been useful (e.g., information dissemination to parents, early alert intervention initiatives) showed no statistical significance. The article concludes with implications and recommendations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01