Inside The Gates: First-Generation Students Finding Their Way

Checkoway, Barry

doi:10.5539/hes.v8n3p72

Cited by 11 publications

(9 citation statements)

References 29 publications

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“…Among the few studies that have been conducted within first-generation students, McGregor et al (1991) found that students with two colleges or university-educated parents reported significantly higher levels of self-esteem than did first-generation students or students with only one college/university-educated parent. First-generation students who attend university without preparation also experience loss of self-esteem (Checkoway 2018). University students' self-esteem is associated with family achievement guilt but this is significantly higher for first-generation students compared to non-first significant generation (Covarrubias et al 2014).…”

Section: Self-esteemmentioning

confidence: 98%

Decomposition of gender, self-esteem, social support and family support differentials among university students

et al. 2021

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Parental education disparities can be directly linked to the environment in which children grow up and attain education. This study focuses on the influence of parental education on university students' social support and self-esteem. Three thousand five hundred and twelve first-year students in a public university in Malaysia participated in the study. Results of ordinary least squares (OLS) and Probit regression showed direct relationship of the variables. Malaysian-Chinese and Malaysian-Indian students, especially female students of the two mentioned categories whose parents had no tertiary education had significantly lower self-esteem. Technology and engineering students with parents who had no tertiary education received significantly lower family support compared to arts and applied arts students. These results highlight how family background can have a profound impact on children's educational performances. The implication of this study can be useful for future intervention programs targeting first-generation university students.

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Section: Self-esteemmentioning

confidence: 98%

Decomposition of gender, self-esteem, social support and family support differentials among university students

et al. 2021

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“…The study examine what first-generation students face in adjustment when attaining higher education for the first time, an occurrence which, without any prior preparation by them or by their institution (university), may elevate their level of anxiety and may impede in their learning capabilities (Checkoway, 2018). In Pakistan students face a similar dilemma, being first generation students pursuing higher education degrees, is a daunting task.…”

Section: Challenges Of First-generation Students In University Readinmentioning

confidence: 99%

University Readiness and University Adjustment: Lived Experience of First-generation University Students

Ahmad

Mahmood²,

Shabbir³

et al. 2020

JBSEE

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The study purpose is to explore the relationship between university readiness and university adjustment of first-generation students. Students enter university with dreams and motivation after entering university the first challenge is to adjust in the university environment. University readiness directly linked and influenced the university adjustment of the students. Thus, the major objectives of the research are: to know the university readiness of first-generation university students and to access how first-generation university students in step to the university life. For the purpose of data collection, a self-administered well-structured questionnaire was developed and used. The COVID-19 pandemic restricted the movement of the individuals and the academic institutions remained close that’s why the method of online survey was adopted to collect data in the second half of year 2020. In total, 405 first-generation university students’ responses were collected. Results show that first-generation students were less prepared to enter the university. The researcher found a significant relationship between university readiness and university adjustment. It was also found that majority of the first-generation university students were less prepared to enter the university and feel themselves miss adjustment with university environment.

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“…This is important to note when helping Brazilian adolescents transition to higher education settings. As many of these adolescents may become first generation college students, it is important that bridging programs note that this population may need additional academic support to help them transition from high school to college (Checkoway, 2018).…”

Section: Activitiesmentioning

confidence: 99%

“…This may also be important to note for educators helping Brazilian adolescents transition from high school to college settings. As suggested by Checkoway (2018), when helping first generation college students transition from high school to college, it can be beneficial to allow students to have an opportunity to take courses that incorporate content from their cultural background.…”

Section: Implications For Promoting Psychological and Academic Wellbementioning

confidence: 99%

Brazilian Immigrant Adolescents: Stress and Support Identified in Ecomap Drawings

Tennant¹,

Li²,

Kruger³

et al. 2018

HES

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This study investigated the perceived sources of support and stress of Brazilian immigrant adolescents living in the United States. The sample was comprised of 62 Brazilian immigrant adolescents between the ages of 14 and 19 (M = 16.55, SD = 1.31). The study also explored how these individuals cope with stress and how they help their friends. Perceived sources of support and stress were assessed by Ecomap drawings and a questionnaire. Thematic and frequency analyses were conducted to identify major sources of support and stress for this group. Results revealed that the most frequently reported sources of support were exercise, sports, family members, and friends. A culture-specific source of support for the males of this group was soccer. The most commonly reported sources of stress were the difficulty and quantity of schoolwork and relationships with parents. Participants depicted ambivalent relationships in their lives through their Ecomap drawings. Family members, teachers, learning English, and jobs were perceived as sources of both support and stress. Each student’s cluster of support and stressors was also reflected in their Ecomap drawings. Participants described listening to music, spending time alone, and exercising as strategies for coping with stress. Participants help their friends to cope with distress by consoling, spending time together, and providing social support. Results from this study were distinct from those of similar studies with other populations such as immigrants from another country or Brazilians in Brazil. Implications of these findings for culturally sensitive education and student services in higher education were discussed.

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Inside The Gates: First-Generation Students Finding Their Way

Cited by 11 publications

References 29 publications

Decomposition of gender, self-esteem, social support and family support differentials among university students

Decomposition of gender, self-esteem, social support and family support differentials among university students

University Readiness and University Adjustment: Lived Experience of First-generation University Students

Brazilian Immigrant Adolescents: Stress and Support Identified in Ecomap Drawings

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