Choosing Success: A Paradigm for Empowering First–Generation College Students

Macias, Louis Vincent

doi:10.1002/abc.21133

Cited by 11 publications

(12 citation statements)

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“…Macias’ () writing on deficit thinking in higher education and student affairs best reflects the intent of this chapter and in this New Directions for Student Services volume overall. As he explained, “low expectations have the potential to change lives as much as high expectations do.…”

Section: Resultsmentioning

confidence: 89%

“…Using such words portray these students as outsiders or “others”, and negatively different than their “traditional” peers. As Macias () indicated, “perpetual focus on deficits and gaps has caused us to expect deficiency” (p. 18). Expecting low‐income and first‐generation students to fail or have difficulties is indeed problematic.…”

Section: Recognizing a Deficit Mindsetmentioning

confidence: 99%

“…It is crucial for educators to be reminded that their attitudes, expectations, and aspirations have an impact on students. Macias () encouraged higher education and student affairs educators to consider whether their attitudes and expectations toward low‐income and first‐generation college students reflected a success‐oriented perspective or a deficiency‐oriented perspective.…”

Section: Recognizing a Deficit Mindsetmentioning

confidence: 99%

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Reframing Deficit Thinking on Social Class

Martin¹,

Smith²,

Williams³

2018

New Drctns for Student Srvcs

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In this final chapter, we address the prevailing deficit mindset common on college campuses and visible in many traditional programs, services, and practices geared toward low-income and working class students. We highlight the importance of reframing deficit thinking regarding social class within higher education in favor of an asset-based approach that honors the values and experiences students bring with them to college. A discussion of such topics as Yosso' s (2005) model of community cultural wealth, the construct of grit, and individual excellence will be explored.

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Section: Resultsmentioning

confidence: 89%

Section: Recognizing a Deficit Mindsetmentioning

confidence: 99%

Section: Recognizing a Deficit Mindsetmentioning

confidence: 99%

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Reframing Deficit Thinking on Social Class

Martin¹,

Smith²,

Williams³

2018

New Drctns for Student Srvcs

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“…The impact of contemporary higher education policy on Australian social workers' professional practice has been subject to scholarly analysis (Soldatic & Meekosha, 2012;Gordon & Zuffery, 2013;Macias 2013;Morley & Dunstan, 2013). However, as Garret (2010Garret ( , 2009 argues, there remains significant scope for examining the impact of neoliberal policies and managerial expectations in social work education.…”

Section: Social Work and Academiamentioning

confidence: 99%

Aboriginal Social Work Academics: Failure to Thrive due to Having to Fight to Survive?

Bennett

2021

Australian Social Work

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The Behrendt report (2012) highlighted the significant lack of representation of Aboriginal people in higher education. It called for a collaborative approach by governments, universities, and professional bodies to drive systemic changes. In the last decade, this has resulted in an increase of Aboriginal students, staff, and researchers. This article presents a qualitative research study in which Aboriginal social work academic participants described their experiences of curriculum changes, workload, and research in the academy. Implications for universities, and social work programs in particular, show where more is needed in the form of anti-racist action plans and follow-through with these to address failure to thrive due to having to fight to survive in the academy.

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“…They often develop a class consciousness and view their experience through a class lens, organize around the class issues that concern them, and make unprecedented demands on the institution, which requires them to respond. Class consciousness is an important step for first gens to "choose success" (Macias, 2013;Peetet et al, 2015).…”

Section: Engaging Studentsmentioning

confidence: 99%

Inside The Gates: First-Generation Students Finding Their Way

Checkoway¹

2018

HES

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This paper examines what first-generation students face when coming inside the gates of higher education for the first time, an experience which, without preparation by them and their institution, can disorient them to a level of anxiety which affects their learning. The paper identifies issues arising when they are trying to find their way, such as choosing courses whose content feels foreign, and finding professors who can communicate with them in ways which they understand. It draws upon a review of the literature, and the experiences of the author as a first-generation student and, subsequently, a professor.

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Choosing Success: A Paradigm for Empowering First–Generation College Students

Cited by 11 publications

References 0 publications

Reframing Deficit Thinking on Social Class

Reframing Deficit Thinking on Social Class

Aboriginal Social Work Academics: Failure to Thrive due to Having to Fight to Survive?

Inside The Gates: First-Generation Students Finding Their Way

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