Big Enough to Bother Them? When Low-Income, First-Generation Students Seek Help From Support Programs

Bassett, Becca Spindel

doi:10.1353/csd.2021.0002

Cited by 15 publications

(10 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While students across cohorts hold relatively high perceptions of each category of support, students in the Associates- and Masters-level students hold higher perceptions of academic, career-related, financial stress reduction and social inclusion support than Bachelors cohort students. Similarly, student perception of the Biotechnology Navigator as a support uniquely tailored for underrepresented minority and adult students' success in STEM learning pathways (Bassett, 2021; Heisserer and Parette, 2002; Miltenberger, 2007) was met with overwhelmingly positive responses across cohorts of students.…”

Section: Discussionmentioning

confidence: 99%

“…Future work will explore the dip in student perceptions mid-program and follow students longitudinally to determine programmatic impact over time. More specifically, we aim to explore how perceptual shifts mid-program is related to the program, the learning or external stressors on historically underrepresented minority and adult students enrolled in STEM programs (Aruguete, 2017; Bassett, 2021; Mishra, 2020). These findings must be evaluated within the current biotechnology pathway program and extended to similar STEM pathway programs if we are to identify which wraparound services support career success of historically underrepresented minority and adult students (Prunuske et al ., 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Academic supports include career and academic coach/advisor during all stages of the pathway (Heisserer and Parette, 2002; Miltenberger, 2007) and research experiences shown to increase persistence for underrepresented minorities in STEM (Hathaway et al ., 2002; Hernandez et al ., 2013; Hurtado et al ., 2009; Seymour et al ., 2004). A “Biotech Navigator” serves as a career coach for scholars throughout the pathway program as a persistent mentor and guide throughout students' journey, building the student community and ensuring student success (Bassett, 2021; Heisserer and Parette, 2002; Peter et al ., 2021; Miltenberger, 2007) and academic tutors are provided for STEM courses, aligning with and expanding the strong practices within literature (Scrivener et al ., 2015).…”

Section: Program Designmentioning

confidence: 99%

See 2 more Smart Citations

Rising to the challenge: adult student perceptions of institutional supports to increase access to careers in biotechnology

Portnoy

Sadler

Zulick

2023

HESWBL

View full text Add to dashboard Cite

PurposeAmidst continued calls for the democratization of access to higher education for historically underrepresented populations alongside the first global health crisis in a century lies the opportunity to address persistent societal needs: increasing access for underrepresented minority students to educational pathways that lead to careers in lucrative fields of science, technology, engineering and math (STEM).Design/methodology/approachStudent participants enrolled in the biotechnology pathway Associates, Bachelors and Masters programs share programmatic experience in an accelerated biotechnology program through a bi-annual survey grounded in the central tenets of social-cognitive career theory aimed at understanding requisite academic, social and financial support for student success.FindingsThe pathway program described in this paper emerged to address the need to support underrepresented students in degree attainment and taking on roles in the growing field of biotechnology through a novel, multi-degree, multi-institutional pathway to STEM degree attainment and career success.Social implicationsThis work has advanced understanding about how to effectively align higher education institutions with each other and with evolving STEM labor market demands while documenting the impact of essential academic, career and social supports recognized in the literature as high impact practices in broadening participation and increasing retention of underrepresented minority students in lucrative STEM careers.Originality/valuePathway programs which best support student success include robust mentoring, experiential learning and robust student scholarship support, part of the design of this unique pathway program. The authors share how this program utilizes high impact practices to provide low-income, underrepresented minority students with supportive, accelerated biotechnology degrees in preparation for success in the job market. What's more, of all our BS-level graduates thus far, 100% are employed and 93% within the biotechnology field. For many, the opportunity to raise their family out of poverty via a stable, high paying job is directly tied to their successes within this program.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Program Designmentioning

confidence: 99%

See 1 more Smart Citation

Rising to the challenge: adult student perceptions of institutional supports to increase access to careers in biotechnology

Portnoy

Sadler

Zulick

2023

HESWBL

View full text Add to dashboard Cite

show abstract

“…Moreover, with the increasing emphasis on broadening participation for FGCS in higher education (see Babineau, 2018), they have access to a plethora of support resources to mitigate adverse experiences and outcomes. Indeed, FGCS use and benefit from these programs (Becker et al, 2017;Bassett, 2021). Furthermore, experts have demonstrated that educational interventions can be consequential for these students (e.g., Stephens et al, 2014Stephens et al, , 2015Harackiewicz et al, 2016;Hecht et al, 2021;Townsend et al, 2021).…”

Section: Contextualizing Differences By Generation Statusmentioning

confidence: 99%

Differential relations among expectancy, task value, engagement, and academic performance: The role of generation status

Edwards

Dai

2023

Front. Educ.

View full text Add to dashboard Cite

IntroductionWe investigated differences in domain-general expectancy, value, and engagement in school by generation status and how the relationship among these constructs and academic performance differ by generation status.MethodsA total of 573 college students enrolled in introductory psychology courses participated in the study. We collected data on generation status, expectancy-value beliefs, school engagement, and official GPA data from participants, tested measurement invariance of expectancy-value beliefs and engagement between first-generation college students (FGCS) and continuing generation college students (CGCS), and conducted multigroup modeling to understand the differential relations of expectancy-value, engagement, and GPA between the two groups.ResultsWe discovered that the latent mean of expectancy beliefs differed significantly by generation status, with FGCS reporting higher expectancy than CGCS. There were no differences in the latent mean of task value. Multigroup structural equation modeling revealed that the effect of expectancy-value motivation on behavioral engagement was similar across groups, but its effect on cognitive engagement was greater for the FGCS than for the CGCS. For both groups, expectancy impacted academic performance via behavioral engagement. Finally, neither expectancy-value motivation nor cognitive engagement directly predicted academic performance for either group.DiscussionThe findings have important theoretical implications for understanding motivation and achievement of FGCS and CGCS and critical practical implications regarding undergraduate education.

show abstract

“…The impact of student services on first-generation college students in higher educational institutions has been well documented. For instance, Bassett (2021) explored first-generation college students from underrepresented ethnic backgrounds and their experiences with institutional support programs. Bassett contended that first-generation students possess the understanding that asking for help in college is a skill and success strategy.…”

Section: Student Support Servicesmentioning

confidence: 99%

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

Danny¹

View full text Add to dashboard Cite

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,

show abstract

Big Enough to Bother Them? When Low-Income, First-Generation Students Seek Help From Support Programs

Cited by 15 publications

References 0 publications

Rising to the challenge: adult student perceptions of institutional supports to increase access to careers in biotechnology

Rising to the challenge: adult student perceptions of institutional supports to increase access to careers in biotechnology

Differential relations among expectancy, task value, engagement, and academic performance: The role of generation status

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

Contact Info

Product

Resources

About