Desire for Higher Education in First-Generation Hispanic College Students

Olive, Tamara

doi:10.18848/1833-1882/cgp/v05i01/53091

Cited by 9 publications

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“…Further, students with college-educated parents exhibit higher degree attainment than those ethnic peers with less-educated parents. Olive's (2010) study of Hispanic college students enrolled in a post-baccalaureate achievement program noted an altruistic motivation integrated in a view of higher education as somehow beneficial to family members or others. Results from that study reveal participants' motivation to establisb a tradition for higher education within the family system and to influence their family, extended family, and future children to pursue college.…”

Section: Comparisons To the Literaturementioning

confidence: 99%

Desire for Higher Education in First-Generation Hispanic College Students Enrolled in a Graduate Counseling Program

Olive

2014

J Phenomenol Psychol

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Motivation to seek higher education is rarely examined in Hispanic first-generation graduate students, those v^ihose parents have not attended college, and there is less literature examining those whose desire for education extends to a master's degree in counseling. The purpose of this study was to conduct a phenomenological examination of the desire to attend college among first-generation Hispanic students enrolled in a counselor education program. One-hour taped interviews were conducted with three volunteer participants enrolled in a graduate counseling program at a Texas university designated as a Hispanic-serving institution. Meaning units and constituents were extracted, and a general structure was developed using the Descriptive Phenomenological Method (Giorgi, 1985). The phenomenological analysis resulted in one structure that identifies the influence of respected others; resilience and selfefficacy; self-denial; a need for distinction and career satisfaction; spirituality; altruism; and a view of commitment to a counseHng degree as a nonUnear process.

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Section: Comparisons To the Literaturementioning

confidence: 99%

Desire for Higher Education in First-Generation Hispanic College Students Enrolled in a Graduate Counseling Program

Olive

2014

J Phenomenol Psychol

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“…'n Groter getal sogenaamde nietradisionele studente (Giancola, Munz & Trares 2008) met kenmerkend gebrekkige vorige onderwyservaring, onbevredigende skoolprestasie, 'n Scan this QR code with your smart phone or mobile device to read online. gebrek aan kommunikasievaardighede (veral in Engels) en eerstegenerasie-status, het toelating tot hoër onderwys verkry (Cavote & Kopera-Frye 2007;Olive & Russ 2010). Die ouers of voogde van eerstegenerasie-studente beskik tipies nie oor hoëronderwyskwalifikasies nie, of het dalk begin studeer, maar nie 'n kwalifikasie behaal nie (Pike & Kuh 2005).…”

Section: Inleiding Agtergrond En Doel Van Die Navorsingunclassified

Rolpersepsies van dosente van eerstejaars in die natuurwetenskappe: ’n Fokus op geslagsverskille

Jacobs

2014

Suid-Afrikaanse Tydskr Natuurwetenskap Tegnol

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Vanweë 'n merkbare verhoging in die aantal van studente aan Suid-Afrikaanse openbare universiteite gedurende die afgelope twee dekades het aansienlik meer 'nietradisionele' studente dié sektor betree. Sodanige studente beskik tipies oor onbevredigende skoolprestasievlakke en kommunikasievaardighede (veral in Engels) en het meestal eerstegenerasie-status. Die Fakulteit Natuurwetenskappe aan die Universiteit van Johannesburg (UJ) het in 2007 'n Eerstejaar-Akademie, oftewel First Year Academy (FYA) gestig. Die FYA verteenwoordig 'n praktykgemeenskap vir die dosente van eerstejaars, bevorder optimale leer by studente en verwag van dosente om die fasilitering van hul leerstrategieë te optimaliseer. Navorsingsgewys is weinig bekend oor die rolaanpassings wat van die dosente van eerstejaars in natuurwetenskappe verwag (of waartoe hulle gedwing?) word om in sulke omstandighede te maak. Altesaam 53 eerstejaardosente (60% vroulik) was betrokke by 'n tipe Likertskaal-opname (literatuurgevalideerd). Die opname het persepsies aan die lig gebring ten opsigte van agt literatuurgebaseerde rolle wat dosente kan of behoort te vertolk wanneer hulle eerstejaarstudente onderrig, sowel as hul vaardigheid ter vervulling van sodanige rolle. Die Mann-Whitney U-toets het beduidende verskille in die persepsies van die belangrikheid van en vaardigheid in rolle tussen manlike en vroulike dosente getoon ten opsigte van sommige van die rolle. 'n Statisties beduidende verwantskap tussen hul geslag en die menings (asook optrede) van natuurwetenskapdosente vir eerstejaars aan UJ is ook te bespeur. Die bou van kapasiteit, gerig op die meer bedrewe vertolking van die rolle van kursusontwerper, onderriggewer, kursusbestuurder en eweknie-konsultant, word as uiters belangrik beskou. 'n Professionele ontwikkelingsprogram spesifiek vir hierdie doel ontwerp, is vanaf 2014 deur die Fakulteit Natuurwetenskappe se Eerstejaar-Akademie aangebied. Inleiding, agtergrond en doel van die navorsingSedert die negentigerjare het die Suid-Afrikaanse hoëronderwyssektor van 'n feitlik elite-na bykans 'n massastelsel omgeskakel. Read online:Role perceptions of lecturers of first year science students: A focus on gender differences. A marked increase in student enrolments in South African public universities over the last two decades, allowed substantially more 'nontraditional' students into the sector. These students typically have unsatisfactory levels of school performance, lack communication skills (especially in English) and mostly have first-generation status. The Faculty of Science at the University of Johannesburg (UJ) established its First Year Academy (FYA) in 2007. The FYA, a community of practice for lecturers of first-year students, promotes optimal student learning, and expects lecturers to optimise their facilitation of learning strategies. Not much is known (research-wise) about role adaptions that lecturers of first-year students (especially in science faculties) are expected (forced?) to make in such circumstances. A literature-validated Likerttype qu...

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“…With the growing trend in qualitative research, studies now focus more on student's individual experiences. Qualitative research within the McNair community highlight experiences of scholars through the use of auto-ethnographies (Beal 2007), experiences and perceptions of McNair program members while in the program (Derk 2007, Gallagher-Trayhan 2010, experiences of McNair alumni at the faculty level (Ford 2011), reasons why McNair scholars go on to higher education and persist (Olive 2010, Baness, 2011, and McNair Scholar's experiences within graduate school (Willison & Gibson, 2011).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…In George's case, when he realized that he was no longer a statistic, he allowed himself to enter the academic community. Tracie found not just her academic and professional skills were developed, the program also affected her outlook on life: Beal 2007;Chatman 1994;Derk, 2007;Esler 1998, Ford, 2011Gallagher-Trayhan, 2010;Grimmett et al, 1998;Olive, 2010;Willison & Gibson, 2011;Wyre, 2011) have already shown that McNair programs provide the scholars with the tools and skills to go on the graduate school, and that these skills they gained during the program was helpful (McCoy et al, 2008) but through the WVU scholars experiences we see that other factors come into play and influence whether or not these students will go on.…”

Section: What Lies Under the Surface?mentioning

confidence: 99%

“…The questions posed, elicited responses from the individuals about their experiences as a McNair scholar. Previous qualitative research(Baness, 2011;Beal 2007;Derk, 2007;Ford, 2011;Gallagher-Trayhan, 2010;Olive, 2010;Willison & Gibson, 2011) on McNair scholars used interviews as its primary source of qualitative data. Interview questions within these studies primarily focused on the following themes: academic training (how acquisition of specific skills helped), relationship building (how the relationships formed with staff and faculty helped), common barriers (the effects of academic and social pressures), and personal aspirations (why students persist).…”

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Under The Surface: An Examination Of Voice, Space, And Identity In West Virginia University McNair Scholars

Keopuhiwa¹

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Diversity amongst the college campus is a common goal of most American educational institutions of today. However very few are able to achieve this goal. Increasing the diversity of faculty and staff on campus is one way we can address this issue. The McNair Scholars Post Baccalaureate program is a program that provides training and support to those undergraduates from disadvantaged backgrounds and/or underrepresented minority to help them pursue the goal of obtaining a doctoral degree. The qualitative research presented here, provides an overview of the West Virginia University (WVU) McNair scholars' experiences, and their journey within the McNair program. Using a phenomenological approach, we begin to understand what it is like to be a WVU McNair scholar, and how the WVU McNair program, school, and home culture all play a role in shaping their identity. Findings from this study help to recognize that each scholar's experiences are unique. As the McNair scholars move toward their goals of attending graduate school, the findings suggest that the WVU McNair program provides a space where the students are able to form an identity. This identity acts as an anchor as they face the new challenges that await in higher education. To address this issue I conducted nine in-depth interviews with the WVU McNair scholars, observations, document analysis and incorporated my own experiences. With this research, I try to present a portrayal of what it is really like to pursue higher education as a member of an underrepresented minority. iii Dedication This dissertation is dedicated to: Rona, who has always been there-for everything, inspiring me along my journey and helping me realize that I could accomplish things I never thought were possible. My grandparents, mom, dad, older brothers, younger sister, and extended family Aunty Rae, Uncle Ryan, Aunty June, Uncle Jim, Aunty Georgia, and Kyle for their support and encouragement…And to all those who thought they were alone during their educational journey. I would like to acknowledge Professor Pat Obenauf, who has helped me to understand what education is really about. As chair of my committee you have gone above and beyond all of my expectations, and is a mentor that I will always look up to. I am very grateful to have worked with Professor David Callejo who has encouraged me to embrace my culture and made me feel like I belonged in higher education. Words cannot express how much of an impact you have had on my life. I would like to thank Professor Sam Stack who has provided me with firm background in educational history and philosophy. To Professor Rich Biffle and Dr. Barbara Copenhaver-Bailey, your support and encouragement during the whole process helped me to finally realize that I was capable of finishing this dissertation. I am very appreciative for Professor Robert Waterson who was there when I thought I hit my last hurdle and would not complete the research. I would like to thank Dr. Mei who from the beginning has been much more than my supervisor, a role model, a perso...

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Desire for Higher Education in First-Generation Hispanic College Students

Cited by 9 publications

References 0 publications

Desire for Higher Education in First-Generation Hispanic College Students Enrolled in a Graduate Counseling Program

Desire for Higher Education in First-Generation Hispanic College Students Enrolled in a Graduate Counseling Program

Rolpersepsies van dosente van eerstejaars in die natuurwetenskappe: ’n Fokus op geslagsverskille

Under The Surface: An Examination Of Voice, Space, And Identity In West Virginia University McNair Scholars

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