“Don’t Be Shy to Ask for Help”: Group Work With Urban, Black, First-Generation College Students

Malott, Krista M.; Gosai, Shivam; Khan, Zara; Precourt, Katherine; Gamerman, Tracy; Waldman, Genevieve

doi:10.1080/15210960.2022.2136180

Cited by 2 publications

(2 citation statements)

References 31 publications

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“…She has engaged in research interrogating the norms of STEM education and the impact on students, for example, in community colleges (Marco‐Bujosa et al, 2021) and in teacher education (Marco‐Bujosa, 2021; Marco‐Bujosa et al, 2020). The third researcher possessed varied expertise related to FGCS, with multiple publications affiliated with FGCS and educational interventions (e.g., Havlik et al, 2020; Havlik et al, 2023; Malott et al, 2022; Pulliam et al, 2019). While we have a commitment to attaining justice and transforming FGCS' opportunities to engage in STEM, we must acknowledge how our multiple dominant identities (e.g., whiteness and, for two researchers, continuing generation status) could potentially inhibit our collective ability to fully understand the lived experiences of participants in the study.…”

Section: Methodsmentioning

confidence: 99%

“Why am I here?”: A phenomenological exploration of first‐generation college student experiences in STEM majors within a predominantly white institution

Marco‐Bujosa,

Baker,

Malott

2023

J Res Sci Teach

Self Cite

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First‐generation college students (FGCSs) are a growing population in undergraduate education. Research on FGCS primarily focuses on the challenges and barriers they encounter in college. While important, this literature offers a limited view of FGCS as learners. Moreover, minimal literature has examined these students' lived experiences within sciences, technology, engineering, and mathematics (STEM). This study explores the learning experiences of FGCS (N = 17) in undergraduate STEM programs at a mid‐sized, private, predominantly white institution. Guided by the frameworks of intersectionality and social cognitive career theory, the researchers utilized a qualitative, phenomenological research methodology to hear the perspectives of FGCS to and to identify problematic higher educational structures in STEM. Findings point to an elitist stance underlying STEM programs based in general disciplinary norms that restricted FGCS access to STEM majors and careers across social, academic, and professional elements of the academic experience. FGCS who were multiply minoritized based upon race, gender, and social class experienced the compounding of marginalization, and academic success and persistence came at a personal cost. Students also reported relying predominantly on personal strengths and motivations to overcome elitism in STEM rather than on institutional supports. Findings also highlight the variation in the first‐generation experience and identify the unique barriers FGCS encounter within STEM fields. Implications for dismantling inequitable structures for higher education in STEM attending to the social, academic, and professional inclusion of FGCS.

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Section: Methodsmentioning

confidence: 99%

“Why am I here?”: A phenomenological exploration of first‐generation college student experiences in STEM majors within a predominantly white institution

Marco‐Bujosa,

Baker,

Malott

2023

J Res Sci Teach

Self Cite

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“…One way to scaffold and support student learning in virtual environments is through the use of teams, team assignments, and regular virtual team meetings. Collaborative learning experiences and teamwork provide myriad opportunities for learner growth and are especially important for first-generation college students [27][28][29][30]. This also holds true for synchronous teamwork sessions in online courses where small group activities can help to build community [31].…”

Section: Research Motivationmentioning

confidence: 99%

Exploring the Impact of Gamified Role-Playing on Climate Change Knowledge and Nature Relatedness: Evidence from an Online Undergraduate Course on Environmental Health

Runnerstrom,

Denaro,

DiVincenzo

2024

Sustainability

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In an online environmental health course, undergraduate students worked in teams of five and were immersed in a team-based climate change case study set in the Amazon rainforest. Each student was assigned a character role—a logger, a farmer, a conservation biologist, an environmental activist, and a policymaker. We aimed to understand whether student character assignments influenced their climate change knowledge, environmental concern, and connection to nature. Regression models were generated to test for differences in the outcome variables between characters at pre- and post-test. We observed higher gains in the nature relatedness scores for students assigned the logger role. After controlling for previous climate change knowledge, first-generation college students had lower climate change knowledge at the end of the course compared to non-first-generation students, but low-income students had higher climate change knowledge at the end of the course compared to non-low-income students. Environmental concern had no change over the term; scores were high during the pre- and post-survey for all students. There may be potential to develop a connection to nature by assigning students to play specific characters. Also, despite ongoing work to support first-generation college students, there remain opportunities to develop academic support programs for these students.

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“Don’t Be Shy to Ask for Help”: Group Work With Urban, Black, First-Generation College Students

Cited by 2 publications

References 31 publications

“Why am I here?”: A phenomenological exploration of first‐generation college student experiences in STEM majors within a predominantly white institution

“Why am I here?”: A phenomenological exploration of first‐generation college student experiences in STEM majors within a predominantly white institution

Exploring the Impact of Gamified Role-Playing on Climate Change Knowledge and Nature Relatedness: Evidence from an Online Undergraduate Course on Environmental Health

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