Influence of First Generation Status on Students' Perceptions of Faculty

Autor/in	Hutchison, Micol
Titel	Influence of First Generation Status on Students' Perceptions of Faculty
Quelle	In: College Quarterly, 20 (2017) 1, (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1195-4353
Schlagwörter	Student Attitudes; College Freshmen; Qualitative Research; College Faculty; Surveys; Interviews; Focus Groups; First Generation College Students; Teacher Student Relationship; Questionnaires; Cultural Capital; Social Capital; Virginia + Suchen Sie Ihr Suchwort? Schülerverhalten; Studienanfänger; Qualitative Forschung; Fakultät; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Fragebogen; Sozialkapital
Abstract	While quantitative research has determined that first-generation college students (FGS) are less likely to interact with faculty than are their non-FGS peers, this qualitative study examines how incoming first-year college students, both FGS and non-FGS, perceive faculty-student interaction and whether they consider it important. Addressing different types of interaction with college instructors, both in-class and out-of-class, participants across a range of FGS status shared their views through surveys, individual interviews, and focus groups. Focusing specifically on incoming first year students, this study finds that FGS described emerging comfort with faculty over the course of their first months of college. After completing a pre-college summer program, the FGS described a greater increase in their comfort level with faculty than did non-FGS, indicating that FGS were adapting to what Pierre Bourdieu calls the "field" of college and acquiring cultural capital that positively influenced their ease with faculty-student interactions. (As Provided).
Anmerkungen	Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01