Integrated, marginal, and resilient: race, class, and the diverse experiences of white first‐generation college students

Stuber, Jenny

doi:10.1080/09518391003641916

Cited by 48 publications

(46 citation statements)

References 30 publications

(45 reference statements)

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“…Rita, an 18‐year‐old white FGCS from a rural area, also envied FGCS of color for getting support from ethnic student organizations on campus. Other scholars (Gray, Johnson, Kish‐Gephart, & Tilton, ; Stuber, ) have described the assets and liabilities of race and class for low‐income white students. On the one hand, they blend easily with their more affluent peers, but on the other hand, they experience class‐based microaggressions from peers, professors, and staff.…”

Section: Challenges In the College Transition: Fgcs’ Sense Of Belongingmentioning

confidence: 99%

“Dropping Out is Not an Option”: How Educationally Resilient First-Generation Students See the Future

Azmitia

Sumabat-Estrada

Cheong

et al. 2018

New Directions for Child and Adolescent Development

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First-generation college students (FGCS) often have different cultural values, practices, and goals from those of students from college-going families. As they navigate college, FGCS coordinate these values, practices, and goals with those of their families, noncollege-going friends, and communities. We draw on longitudinal and cross-sectional studies of FGCS attending a public university in California to address three research questions: (1) What challenges do FGCS face in their transition to and through college?; (2) What resources do they use to surmount these challenges?; and (3) What is the association between FGCS' resources and challenges and their academic persistence and career goals? Results showed that FGCS who surmounted challenges and persisted toward graduation had emotional support from family and friends from home; developed supportive relationships with university peers, staff, and faculty; and believed that college would allow them to attain their future life and career goals.

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Section: Challenges In the College Transition: Fgcs’ Sense Of Belongingmentioning

confidence: 99%

“Dropping Out is Not an Option”: How Educationally Resilient First-Generation Students See the Future

Azmitia

Sumabat-Estrada

Cheong

et al. 2018

New Directions for Child and Adolescent Development

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“…[17] Stuber (2011) found that first-generation students were more engaged in the college experience when involved in a program that targeted their underrepresented group. [18] This study provides validation for the idea that programs aimed supporting FGS should both connect stu-dents to others like themselves in addition to fostering their connection to the campus community as a whole. [18] Students in nursing universally report that nursing education is stressful.…”

Section: Efforts To Support Fgsmentioning

confidence: 58%

“…[18] This study provides validation for the idea that programs aimed supporting FGS should both connect stu-dents to others like themselves in addition to fostering their connection to the campus community as a whole. [18] Students in nursing universally report that nursing education is stressful. [19] Nursing faculty can foster informal faculty student interactions by getting to know FGS and letting them know that they want them to succeed.…”

Section: Efforts To Support Fgsmentioning

confidence: 58%

The first generation college student experience: A case study

Costello

2016

JNEP

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Background: For first-generation college students-the first in their families to seek postsecondary education-the college experience can be an especially isolating and stressful time. The high-stakes nursing environment may exacerbate the stress experienced by these nursing students. Methods: This article describes the case of a first generation nursing student who personifies the issues many students (FGS) first-generation college encounter in nursing education. The current literature related to barriers faced by FGS is reviewed. The literature was searched in nursing and educational databases (CINAHL, ERIC) for 2011-2016. Keywords used in the search included first generation college students, first generation nursing students, first generation college students and student retention. Results: Academic struggles, difficulty navigating college resources, and lack of a sense of belonging all interfere with the success of first-generation students. Recommendations for nursing faculty to assist these students to be successful are reviewed. Conclusions: Through the use of simple educational strategies, nursing faculty can address the obstacles that hinder first generation students at their institutions, providing them with the tools they need to successful.

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“…Scholars have also studied the costs associated with academic success for working-class undergraduates (Hurst 2010;Lee and Kramer 2013;London 1989;Reay 2017;Rondini 2016;Stuber 2011), but we know little about the lasting effects on adults. For instance, Lee and Kramer (2013) point to cross-class tensions as family and friends criticize upwardly mobile individuals for their newly acquired cultural dispositions.…”

Section: Literature Reviewmentioning

confidence: 99%

Cultural Conflict: The Implications of Changing Dispositions Among the Upwardly Mobile

Curl

Lareau

2018

Sociological Forum

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The accounts of upwardly mobile professionals can shed light on conflict and cultural dispositions (what Bourdieu referred to as habitus). There are currently few empirical studies investigating the specific aspects of the habitus that might change or the implications of these changes on cross‐class relationships. Drawing on qualitative interviews with a total of 30 white and African American upwardly mobile individuals, we explore three ways in which upwardly mobile individuals experience a shift in their habitus and the implications of these changes on interactions with family members, friends, and colleagues. Specifically, upwardly mobile professionals report significant change in their dispositions toward new experiences and “horizons,” food and health, and language and communication. These changes foster “flashpoints” of conflict with non‐upwardly mobile family members. We find that whites and African Americans report very similar types of conflicts, but African Americans in our study downplay the conflict more than their white counterparts.

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Integrated, marginal, and resilient: race, class, and the diverse experiences of white first‐generation college students

Cited by 48 publications

References 30 publications

“Dropping Out is Not an Option”: How Educationally Resilient First-Generation Students See the Future

“Dropping Out is Not an Option”: How Educationally Resilient First-Generation Students See the Future

The first generation college student experience: A case study

Cultural Conflict: The Implications of Changing Dispositions Among the Upwardly Mobile

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