Health and academic success: A look at the challenges of first-generation community college students

D, McFadden

doi:10.1002/2327-6924.12345

Cited by 27 publications

(15 citation statements)

References 23 publications

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“…Data from HICs suggest that first-generation students (i.e. students whose parents did not complete tertiary education) are at higher risk than other students for mental health problems [1, 56–58]. First-generation students typically report higher levels of depressive symptoms and stress compared with other students, and are less likely to access campus mental health services [56].…”

Section: Introductionmentioning

confidence: 99%

Prevalence and sociodemographic correlates of common mental disorders among first-year university students in post-apartheid South Africa: implications for a public mental health approach to student wellness

et al. 2019

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Background: There is growing awareness of the need for effective prevention, early detection, and novel treatment approaches for common mental disorders (CMDs) among university students. Reliable epidemiological data on prevalence and correlates are the cornerstones of planning and implementing effective health services and adopting a public health approach to student wellness. Yet, there is a comparative lack of sound psychiatric epidemiological studies on CMDs among university students in low-and middle-income countries, like South Africa (SA). It is also unclear if historically marginalised groups of students are at increased risk for mental health problems in post-apartheid SA. The objective of the study was to investigate the prevalence and sociodemographic correlates of lifetime and 12-month CMDs among university students in SA, with a particular focus on vulnerability among students in historically excluded and marginalised segments of the population. Methods: Data were collected via self-report measures in an online survey of first-year students registered at two large universities (n = 1402). CMDs were assessed with previously-validated screening scales. Data were weighted and analysed using multivariate statistical methods. Results: A total of 38.5% of respondents reported at least one lifetime CMD, the most common being major depressive disorder (24.7%). Twelve-month prevalence of any CMD was 31.5%, with generalised anxiety disorder being the most common (20.8%). The median age of onset for any disorder was 15 years. The median proportional annual persistence of any disorder was 80.0%. Female students, students who reported an atypical sexual orientation, and students with disabilities were at significantly higher risk of any lifetime or 12-month disorder. Female gender, atypical sexual orientation, and disability were associated with elevated risk of internalising disorders, whereas male gender, identifying as White, and reporting an atypical sexual orientation were associated with elevated risk of externalising disorders. Older age, atypical sexual orientation, and disability were associated with elevated risk of bipolar spectrum disorder.

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Section: Introductionmentioning

confidence: 99%

Prevalence and sociodemographic correlates of common mental disorders among first-year university students in post-apartheid South Africa: implications for a public mental health approach to student wellness

et al. 2019

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“…The researcher's findings supported Tinto's (2006) social capital research, which highlights the gained skills that are acquired from interactions with like-minded peers. The research findings also support McFadden's (2015) work that focuses on cultural capital skills gained in these settings. The researcher was able to shed light on the four participants interviews who experienced FGC cohort groupings and how well developed those four students had become in their senior year because of the collective experiences, educational knowledge and social responsibilities developed as an FGC community.…”

Section: Resultssupporting

confidence: 72%

Understanding the motivation behind the success of first generation college students

Fairley-Pittman¹

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This study examined how graduating seniors who identify as FGC and low SES have made sense of the motivational factors that have aided their success towards navigating their undergraduate experience. Semi-structured personal interviews were conducted with six students who attend the large, private, top tier, New England University in North America. Transcripts were analyzed using the Interpretative Phenomenological Analysis (IPA) process, which values the participants' lived experiences and the constructivist-interpretivist paradigm, which allowed for the participants to make sense of their personal and social worlds. Two main themes emerged with subsequent sub-themes. Internal Pressure & Responsibility surrounding gaining Financial Sponsorship and being Academically and Professionally Competitive. Personalized Social and Cultural Community through a First Generation Student Cohort and through Mentors and Staff Support. These findings were considered through Albert Bandura's Self-Efficacy (1977) theory and allowed for the researcher to use the framework to get FGC students to examine their lived experiences from the lens of multiple contexts such as, environment, familial-educational training, academic preparation and social networks.

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“…In general, first-generation students lack career advising and mentoring opportunities and face many academic obstacles, including financial challenges, during their college-level education. 31,32 The need for quality medical providers is especially critical for patients who reside in geographic locations that have limited access to health care. We believe that our results support our hypothesis that rural high school pipeline programs might be a valuable tool to develop future osteopathic physicians willing to practice in medically underserved areas of the nation.…”

Section: Discussionmentioning

confidence: 99%

Motivating High School Students From Rural Areas to Attend College and Pursue Careers as Osteopathic Physicians

Kadavakollu¹,

Shindi²,

Nummerdor³

et al. 2020

Journal of Osteopathic Medicine

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Context: One potential way to address critical current and future projected health care workforce shortages is through comprehensive programs that could potentially inspire high school students to pursue osteopathic medical careers in underserved areas. Objective: To determine whether a comprehensive, 5-week enrichment program could promote interest among rural high-school students in careers osteopathic medicine. Methods: In May 2018, 116 high school students with a grade point average of 2.8 or higher from rural areas, including New Mexico and its surrounding rural areas in the US-Mexico border region, enrolled in а 5-week program offering American College Testing (ACT) preparation and biomedical sciences enrichment at Burrell College of Osteopathic Medicine (BCOM). During the program, students were offered more than 150 hours of interactive in-class lectures and hands-on activities with laboratories focusing on college preparedness, health sciences, and motivating students to pursue osteopathic medical career and practice medicine in rural areas. Clinically-oriented sessions covering osteopathic philosophy and osteopathic manipulative medicine were included. After completion, a voluntary and anonymous survey was sent to students who completed the program students through QualtricsXM©. Blinded ACT scores were collected from participants' schools, along with college enrollment status information. Results: Of 116 enrolled students, 106 (91.4%) completed the program successfully. In their postcompletion survey responses, students reported that they had gained a realistic perception of the field of medicine and were motivated to attend college (mean [standard error, SE] score on 5-point Likert scale over 2 questions, 4.8 [0.06]) and osteopathic medical school (mean [SE], 4.7 [0.1]). Participants also felt more informed about physician shortage in rural areas (mean [SE], 4.7 [0.07]) and appeared to be inspired to practice medicine in rural areas (mean [SE], 4.6 [0.09]). Students also reported feeling better prepared to take the ACT after finishing this program (mean [SE], 4.9 [0.04]). Finally, we were able to collect the ACT scores of 51 participants (48.1%) who completed the program; the mean ACT score was 24.3, compared with a reported national mean of 20.7 on a scoring scale of 1-36. We also performed a follow-up inquiry showing that 78 of the 81 participating students (96%) who had graduated from high school were enrolled in college or university and 59 (73%) had elected in science, technology, engineering, mathematics, or health majors. Conclusion: Rural high school pipeline programs could be a tool to motivate high school students to attend college and ultimately to develop physicians who are interested to practice in medically underserved areas.

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Health and academic success: A look at the challenges of first-generation community college students

Cited by 27 publications

References 23 publications

Prevalence and sociodemographic correlates of common mental disorders among first-year university students in post-apartheid South Africa: implications for a public mental health approach to student wellness

Prevalence and sociodemographic correlates of common mental disorders among first-year university students in post-apartheid South Africa: implications for a public mental health approach to student wellness

Understanding the motivation behind the success of first generation college students

Motivating High School Students From Rural Areas to Attend College and Pursue Careers as Osteopathic Physicians

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