A Labor of Love: The Makings of @FirstGenDocs

Brown, Lamesha C.; Wallace, Jason K.; Cokley, Raven K.

doi:10.1080/26906015.2021.1891823

Cited by 7 publications

(3 citation statements)

References 14 publications

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“…Furthermore, it can be helpful to have students focus on their in-group identities when feeling low levels of belonging instead of emphasizing their out-group identities 28 . For medical students, Brown et al created a social media handle, @FirstGenDocs, to facilitate an online community and enhance in-group identities for first-generation student physicians 29 .…”

Section: Discussionmentioning

confidence: 99%

Belongingness among first-generation students at Stanford School of Medicine

Delgado,

Dowling,

Sanchez-Guzman

et al. 2023

MedEdPublish

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Background Nationally, underrepresented minorities represent a significant proportion of the first-generation student population. These students also tend to report lower levels of belongingness compared to their peers, which may impact their wellness and be an important factor in their academic success. This study aimed to explore whether status as a first-generation student was associated with belongingness amongst medical students. Methods In 2019, a previously validated 16-item survey was used to examine potential disparities in belongingness amongst groups of first-generation medical students. Differences between groups were assessed using a Mann-Whitney U-test for each individual item and three composite groupings of items regarding social belonging, academic belonging, and institutional support. Results First-generation to college and first-generation to graduate school students reported lower belongingness across most individual items as well as in all three composite groups. Conclusions Given that peer relationships and institutional support play an important role in medical student belonging, these findings represent an opportunity to address the specific needs of individuals from underrepresented groups in medicine. Doing so can support the academic and professional success of first-generation students and help close the diversity gap in medicine.

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Section: Discussionmentioning

confidence: 99%

Belongingness among first-generation students at Stanford School of Medicine

Delgado,

Dowling,

Sanchez-Guzman

et al. 2023

MedEdPublish

View full text Add to dashboard Cite

show abstract

“…Finally, in the Discussion section, we discuss the limitations of existing literature and suggest areas of the future research to address absences in the scholarship focused on this often-overlooked population. Examination of the complex and varied experiences of this privileged yet marginalized group will expand knowledge about a relatively invisible (Brown et al, 2021; Jehangir & Collins, 2021; Warnock & Hurst, 2016) but potentially potent source of cultural change in higher education given the disposition among some FGF to make colleges and universities more inclusive (Ciucevich Story, 2008; Vue, 2021).…”

Section: Defining “First-generation” Intersectionallymentioning

confidence: 99%

“…In addition, clarity can facilitate resistance by drawing attention to the “systemic and collective” constrictions that can accompany FG status (Linkon, 2021, p. 57)—for example, the patterns of historical and contemporary exclusions by race, ethnicity, class, gender, and other social identities that have kept particular groups from reaching and thriving in higher education sooner (Bell & Santamaría, 2018b). Thus, not only does framing “first-generation” intersectionally chart a path toward full support, inclusion, and agency for FG in higher education (Jehangir & Collins, 2021), but it also makes space for recognition of the broad set of assets, capital, and strengths FGF bring to the academy and for advocacy for attention to this group of scholars (Brown et al, 2021; Jehangir & Collins, 2021; Ledesma, 2022).…”

Section: Defining “First-generation” Intersectionallymentioning

confidence: 99%