Finding My Way: Perceptions of Institutional Support and Belonging in Low-Income, First-Generation, First-Year College Students

Autor/inn/en	Means, Darris R.; Pyne, Kimberly B.
Titel	Finding My Way: Perceptions of Institutional Support and Belonging in Low-Income, First-Generation, First-Year College Students
Quelle	In: Journal of College Student Development, 58 (2017) 6, S.907-924 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Qualitative Research; Case Studies; Student Attitudes; Low Income Groups; First Generation College Students; Student Needs; Student Personnel Services; Academic Support Services; Scholarships; Social Influences; Student Organizations; Dormitories; Teacher Student Relationship; Educational Quality; Student School Relationship; Minority Group Students; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Qualitative Forschung; Case study; Fallstudie; Case Study; Schülerverhalten; Scholarship; Stipendium; Sozialer Einfluss; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Student housing; Studentenwohnheim; Teacher student relationships; Lehrer-Schüler-Beziehung; Quality of education; Bildungsqualität; Schüler-Lehrer-Beziehung
Abstract	For this qualitative case study we explored students' perceptions of institutional support and sense of belonging within the college environment. Following 10 low-income, first-generation college students out of a college access program and through their first year of college, we examined institutional support structures that have been reported to increase students' sense of academic and social belonging, including comprehensive scholarship programs, social identity-based centers and student organizations, residence hall communities, faculty relationships, academic support services, and high-impact educational experiences. In spite of the positive and stabilizing potential of these support structures, several of them simultaneously undermined students' sense of belonging. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01