PhD First-Generation and Continuing Generation Students' Academic Experience and Strengths

Autor/inn/en	Bahack, Hana; Addi-Raccah, Audrey
Titel	PhD First-Generation and Continuing Generation Students' Academic Experience and Strengths
Quelle	In: Higher Education: The International Journal of Higher Education Research, 84 (2022) 4, S.909-925 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-021-00806-4
Schlagwörter	First Generation College Students; Equal Education; Educational Opportunities; Higher Education; Doctoral Students; Doctoral Programs; Student Attitudes; Barriers; Educational Experience; Economic Factors; Academic Persistence; Resilience (Psychology); Personality Traits; Social Mobility; Disadvantaged; Holistic Approach; Culture Conflict; Family Relationship; Cultural Capital; Parent Child Relationship; Cultural Differences; Academic Aspiration; Social Support Groups + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Hochschulbildung; Hochschulsystem; Hochschulwesen; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; Bildungserfahrung; Ökonomischer Faktor; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Soziale Mobilität; Holistischer Ansatz; Kulturkonflikt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kultureller Unterschied; Social support; Soziale Unterstützung
Abstract	This study identifies the factors that help doctoral students cope with difficulties in their studies, based on social reproduction theory and the anti-deficit approach. A thematic analysis of 23 semi-structured interviews of doctoral students at six universities revealed that first-generation and continuing generation doctoral students had to overcome challenges, and each group represented unique experiences. Continuing generation students reported facing emotional difficulties, and relied on parents' support and cultural capital. First-generation doctoral students described their academic path as an obstacle course, including academic and economic barriers and cultural difficulties, as well as culture shock, otherness, and ambivalent reactions from their families. This group mainly relied on personal resources as aspirational capital and grit. We argue that personal resources may play a significant role in social mobility of disadvantaged groups. Greater awareness to non-cognitive resources and in-program holistic support including social and psychological support may contribute to higher education equitable opportunities. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01