❖This study examined the impact of background, aspirations, achievement, college experiences, and price on the persistence of first-generation (F-gen) and continuinggeneration (C-gen) college students at 4-year institutions using the National Postsecondary Student Aid Study of 1995-96 (n = 24,262). We found differences between the two groups on the effect size for almost all of the significant variables. F-gen students were more sensitive to financial aid and averse to student loans than their peers. However, even variables such as high income, high test

This study examined the impact of background, aspirations, achievement, college experiences, and price on the persistence of first-generation (F-gen) and continuing generation (C-gen) college students at 4-year institutions using the National Postsecondary Student Aid Study of 1995–96 (n = 24,262). We found differences between the two groups on the effect size for almost all of the significant variables. F-gen students were more sensitive to financial aid and averse to student loans than their peers. However, even variables such as high income, high test score, and high grade point average, which similar studies have found to be significant and positively associated with persistence, did not influence the persistence of F-gen students in this study.

In the changing campus climate, faculty and staff members are like weather radar. They see the storm clouds approaching and must prepare for the maelstrom of public accountability, the monsoon of post-tenure review, the tornado of diversity, the typhoon of underprepared students, and the thunderstorm of financial difficulties. This chapter describes the campus climate for faculty and staff at both two-year and four-year institutions. Faculty at Liberal Arts, Comprehensive, Doctoral, and Research InstitutionsAlthough we tend to view "the faculty" as a monolith, individual faculty members are distinguished more by their differences than similarities. The structure of opportunity and experience is shaped by the hiring cohort, type of institution, and academic discipline. Even within the same college, there are large differences among the master' s-level instructor teaching five sections of elementary Spanish, the former high school teacher supervising student teachers and preparing a new generation of educational leaders, and the research scientist who teaches infrequently to few students and works under the sponsorship of large grants. This section of the chapter describes the challenges and frustrations for faculty at liberal arts, comprehensive, doctoral, and research institutions. A separate section reviews the status of community and technical college faculty.NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, no. 98, Summer 1998

No abstract

No abstract