Better Positioned to Teach the Rules than to Change Them: University Actors in Two Low-Income, First-Generation Student Support Programs

Bassett, Becca Spindel

doi:10.1080/00221546.2019.1647581

Cited by 20 publications

(4 citation statements)

References 21 publications

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“…Fokus riktas också mot olika studentgruppers möjligheter att ta sig igenom utbildningen. Exempelvis pekar forskning från en nordamerikansk kontext på att studenter från hem med låg inkomst och utan högutbildade föräldrar har svårare att klara sig igenom utbildningen (Bassett 2020). Denna forskning visar även att lärosätena ofta fokuserar på studenternas individuella ansvar, istället för att beakta de strukturella och organisatoriska svårigheter som studenterna möter (Bassett, 2020).…”

Section: Bakgrundunclassified

”Vad förväntas av en?”

Andersson,

Engström,

Severinsson

et al. 2024

Lifelong Learning and Higher Education: New (And Old) Perspectives

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We conducted a roundtable discussion at the 2022 Lund University Teaching and Learning conference on "How to teach students who are not mini-mes (and don't want to be)" with the goal of creating the opportunity for teachers to meet, exchange experiences and build coalitions. The focus was on what individual teachers can do both in their own classes and to change the university teaching environment, even without formal leadership roles in the university. We here present a summary of the conversation and the tips gathered at the roundtable.

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Section: Bakgrundunclassified

”Vad förväntas av en?”

Andersson,

Engström,

Severinsson

et al. 2024

Lifelong Learning and Higher Education: New (And Old) Perspectives

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show abstract

“…According to Spindel (2020), students must show respect for themselves and their own development. The understanding of how students perceive their virtual mathematics activities should be clarified as early as possible.…”

Section: The Educational Perception Of the College Studentmentioning

confidence: 99%

The university teacher: Catalyst of the emotional-technological-ontological logic in the teaching of exact sciences

Velazco¹,

Francisca²,

Víctor³

et al. 2021

S. F. J. of Dev.

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The aim of the study was to design a theoretical approach to the existing techno-ontological logical emotions of university mathematics teachers working in universities in Ecuador. The research was qualitative. For the selection of the sample, a random selection was carried out under the criterion of intentionality. Twenty (20) students and eight (8) mathematics teachers from different universities participated. For data collection, we used a participatory digital observation guide and an open-ended interview. Three categories emerged from the results: the andragogic retrotopia of being a mathematician, the emotional scar in teacher training and the educational perception of the university student. We conclude with a theoretical approach in which the deficit of professional digital training in mathematical sciences allows the emotional logic of the Ecuadorian teacher to drive him/her to portray an academic being that generates hatred and rejection in the university educational community.

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“…In turn, students are provided with an array of support systems inside and outside of the classroom setting. Conversely, Bassett (2020) found scenarios where student services professionals were unable to provide solutions for institutional challenges that hinder student success. Mid-level student program administrators and staff were interviewed and observed to gain an understanding of the challenges that low-income, first-generation college students face.…”

Section: Student Support Servicesmentioning

confidence: 99%

“What More Can I Do?”: The Lived Experiences and Psychological Well-Being of Chinese American University Students

Danny¹

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There has been a growing concern surrounding the psychological well-being within the Chinese American college student population due to the model minority stereotype and familial pressures.Using self-determination theory (SDT) as the primary theoretical lens, this qualitative narrative inquiry study sought to understand the lived experiences of first-generation Chinese American college students. This study explored the impacts of the model minority stereotype and familial expectations on the development of competence, relatedness, and autonomy within this student population. This study incorporated data from phenomenological interviews, participant reflections, and researcher journal reflections. Data analysis produced acts (i.e., themes) and scenes (i.e., subthemes) through the process of two-cycle coding. Findings revealed first-generation Chinese American students felt they were "not enough" (i.e., competence), had complex experiences with forming meaningful relationships (i.e., relatedness), and negotiated expectations with parents (i.e., autonomy). Recommendations for institutions of higher education leadership include culturally competent/relevant student services, intentional relationship building with students, and educational programs for parents. v AcknowledgementsFirst, I would like to thank God for everything. This entire journey would not be possible without your strength, wisdom, and guidance. I would not be here today without the love, kindness, and support of many. I would like to express my deepest appreciation to my committee. Dr. Laureen Chew, for your patience, selflessness, and unwavering support. I seriously could not have done this without you. Dr. Ming-Yeh Lee, for believing in someone such as myself and always seeing the best in who I am. Dr. Kwong-Liem Karl Kwan, for your positivity and sharing your knowledge and experiences with me. I would like to extend my deepest gratitude to my friends,

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Better Positioned to Teach the Rules than to Change Them: University Actors in Two Low-Income, First-Generation Student Support Programs

Cited by 20 publications

References 21 publications

”Vad förväntas av en?”

”Vad förväntas av en?”

The university teacher: Catalyst of the emotional-technological-ontological logic in the teaching of exact sciences

“What More Can I Do?”: The Lived Experiences and Psychological Well-Being of Chinese American University Students

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