First-Generation College Students and Family Support: A Critical Review of Empirical Research Literature

Autor/inn/en	LeBouef, Samantha; Dworkin, Jodi
Titel	First-Generation College Students and Family Support: A Critical Review of Empirical Research Literature
Quelle	In: Education Sciences, 11 (2021), Artikel 294 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	First Generation College Students; Student Characteristics; Family Relationship; Social Support Groups; Social Capital; Cultural Capital; Educational Research; Research Methodology + Suchen Sie Ihr Suchwort? Social support; Soziale Unterstützung; Sozialkapital; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode
Abstract	The majority of empirical literature on first generation college students (FGCSs) in the U.S. asserts that because their parents did not attend college, FGCSs are lacking important resources to be successful in college. However, this results in a deficit-based approach to the study of FGCSs that tends to highlight the differences between first-generation and continuing-education students. However, FGCSs possess a wealth of resources from parents and families that make them successful, and that are often ignored in research. Asset-based approaches to the study of FGCSs are becoming more frequent in the form of books, book chapters, and white papers; however, published empirical research has yet to adopt this approach. As a result, a deeper understanding of FGCSs' experiences is essential to advancing diversity and equity in higher education. To begin to address this gap, a systematic literature review of empirical studies following the PRISMA framework was conducted on first generation college students and family support; the literature was critically reviewed and future directions for the field were identified. Applying a critical, cultural, and familial lens to the study of first-generation college students will contribute to reframing the research narrative towards an asset-based narrative. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01