“You Never Become Fully Independent”: Family Roles and Independence in First-Generation College Students

Covarrubias, Rebecca; Valle, Ibette; Laiduc, Giselle; Azmitia, Margarita

doi:10.1177/0743558418788402

Cited by 134 publications

(159 citation statements)

References 57 publications

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“…For many FGCS, the complexities of attending college begin when they forego prestigious universities’ offer of full scholarships to enroll in local community colleges or universities close to their families and communities (Perez & McDonough, ). By staying nearby, FGCS can continue to support their families while attending college (Covarrubias, Valle, Laiduc, & Azmitia, ). However, relative to FGCS who begin at 4‐year institutions, FGCS at community colleges have lower chances of transferring and completing 4‐year degrees (Cooper, ).…”

mentioning

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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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

Self Cite

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“…However, a few studies have suggested that family connections create more challenges for Latino students because their strong desire to continue fulfilling family obligations despite greater academic demands can present obstacles (e.g., Covarrubias, Valle, Laiduc et al, 2019;Espinoza, 2010). The extent to which closeness with parents contributes to Latino students' optimism for degree attainment is in need of further study.…”

Section: Connections With Others and Optimismmentioning

confidence: 99%

Factors Influencing Optimism for Degree Attainment in Latino First-Generation College Students

2020

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Latino first-generation college students face a unique set of challenges that are not part of the college experience of their non-first-generation counterparts. Nonetheless, many Latinos remain optimistic about overcoming barriers that might impede their educational pursuits. The present study was aimed at exploring factors that contribute to Latino students’ positive expectations for degree attainment. Utilizing data from a large online survey administered at a four-year Hispanic Serving Institution (HSI), we found that competency beliefs and persistent determination to overcome challenges significantly influences students’ optimism. In addition, strong connections with institutional agents (largely, faculty and student affairs staff) emerged as significant contributing factors. Students who reported having close relationships with their parents also reported a greater degree of optimism about postsecondary success. Implications for programs and services to improve the college experiences of Latino first-generation student, enhance optimism, and increase retention are discussed.

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“…As Powles notes, the foundations of financial behaviour are laid in the early years [21]. Covarrubias et al considered the soft and hard forms of student independence [22]. Soft financial independence means significant support from the family, motivating students from such families to financial independence in order to acquire financial competencies.…”

Section: Analysis Of the Literaturementioning

confidence: 99%

Budget, motives and strategies for financial independence of undergraduates

Diachkova¹,

Avramenko²,

Melikova³

2020

Econ. Consult.

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Introduction. The problems of scientific analysis, where the subject of study is the financial independence of undergraduates, mainly focuses on two directories: the study of the academic performance of undergraduate and the factors affecting it; financial condition of undergraduate depending on tuition fees. In modern studies, the issues of financial independence of students, their budget are not given due attention. The employment of students is often seen as one of the factors that negatively affect their academic performance, or in the context of forced work caused by high tuition fees. In today's pandemic realities, the aspect of the financial independence of students is actualized, while the problem of students' labor activity during training is of scientific and practical interest as a forced measure to maintain their well-being in order to gain financial independence. Materials and methods. The survey was attended by: 2-4-year students of the Bachelor's degree program "Applied Economics and Finance" (38.03.01 Economics) of the Institute of Economics and Management of Ural Federal University was carried out. The total number of students in 2-4 courses on the program is 284. Results and discussion. As a result of the study, the key motives for obtaining financial independence have been identified, which boil down either to the forced need to find finances, or to the desire to obtain financial independence and the formation of labor and financial competencies; formulated the basic financial strategies of students in relation to budget planning, budget optimization - passive as an orientation towards transfers from parents and the state, active as a search for grant support or going to work; it was found that the problem of choosing between work and study as an additional criterion included opportunity costs, measured as deterioration in academic performance; it was found that significant financial support from parents (family) and its increase with an increase in student spending forms a "soft budget constraint" for a student, reducing the motivation to gain financial independence. It was founded that more than 20% of 2-4-year students have part-time gob, while 2/3 of the working students do not “sacrifice” their studies for work. This is due to the fact that the motivation for choosing a job is voluntary. The survey data allowed to conclude that students are focused both on the improving of labor and financial competencies. It was revealed that the main source of income for their budget is transfers from parents (more than 90%) but own earns are less than 6% of the student budget. It should be noted that there was a large range in the students’ income: from 2,500 to 36,000 rubles. This may be due to both the income of the family in which the student lives and the model of financial support of the parents: they admit the independence of students according to their budget or the autonomy of their student children is practically absent. Conclusion. The results of this study are aimed at comprehending the educational, scientific, labor activity of a student, taking into account the motives for obtaining financial independence, which can be taken into account in the design of individual educational trajectories of students, the development of grant projects and offers of internship, educational loans, which together ensure the strengthening of the financial independence of students.

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“You Never Become Fully Independent”: Family Roles and Independence in First-Generation College Students

Cited by 134 publications

References 57 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

Factors Influencing Optimism for Degree Attainment in Latino First-Generation College Students

Budget, motives and strategies for financial independence of undergraduates

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