I know I have been lazy to post my research journal on this website... However, fortunately, I have kept writing and recording on my computer! Thank God inventing COMPUTER!!!
From Feb. 23 09 to March. 8 09, I had read many books and articles related with “Student Involvement” and “First-Generation College Students”. Here are “Annotated Bibliography” that will be very helpful for my research in the near future:
Astin, A. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308.
Astin’s theory of student involvement not only describes the considerable findings from previous research on student development, but also serves as a tool for educators on designing effective learning environments. Student involvement refers to the quantity and quality of the physical and psychological energy that students invest in college experiences, such as absorption in academic work, participation in extracurricular activities, and interaction with faculty and other institutional personnel. According to this theory, the greater the student’s involvement in college, the more they will learn and develop.
Chen, S., & Carroll, C. D. (2005). First-Generation Students in Postsecondary Education: A Look at Their College Transcripts (NCES 2005-171). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
This research generates knowledge about first generation college students. In order to examine the majors and course taking patterns of first generation college students and to compare other peers whose parents went to college, this report uses data from the Postsecondary Education Transcript Study (PETS) of the National Education Longitudinal Study of 1988 (NELS: 88). The findings contribute to earlier research about first generation college students.
Choy, S. (2001). Students whose parents did not go to college: Postsecondary access, persistence, and attainment. (NCES Statistical report 2001-126). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Choy summarizes the findings from the recent National Center for Education Statistics (NCES) about the experience of high school graduates and postsecondary students whose parents did not have college experience. According to this research, first generation college students come to campus with disadvantage in areas such as educational expectations, academic preparation, support in college preparation from parents and schools, and family income. As a result, many of these students find it more challenging to obtain a college degree.
Collier, P. J. and Morgan, D. L. , 2006-08-10 "Students First Mentoring Project: Using Role-theory to Improve Low-income, First Generation Student Retention" Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada Online
This article was a synopsis of a program at Portland State University. This program used role theory as a basis to develop a program for first generation students. In order to establish a language and understand college culture, students needed a role model. Those students coming in who had an understanding of the role as a student were more likely to succeed and complete their degree.
Daloz, L., (1999) Mentor: guiding the journey of adult learners San Francisco: Jossey Bass Laront Daloz examines the role of a mentor and teacher in shaping the learning environments for adults. Daloz recognizes adult learners on a transformative journey; there are barriers to their development and growth. Mentorship is seen as complex therefore mentors must be skilled and intentional in their relationships. Clear guidelines and resources are provided.
Duggan, M. (2002). The effects of social capital on the first to-second-year persistence of first-generation college students. Dissertation Abstracts International, 63 (03), 188. (UMI No. AAT 3045365)
This research shows the role that social capital plays in first to-second-year persistence of first generation college students. Also, the study examines how race and ethnicity are related to initial levels of capital. Thus, the results address that certain populations, including Hispanics, have lower levels of valued forms of social capital than their peers.
Grant-Vallone, E., Reid, K., Umali, C. & Pohlert, E. (2004). An analysis of the effects of self-esteem, social support, and participation in student support services on students’ adjustment and commitment to college. Journal of College Student Retention, 5(3), 255-274.
The authors suggest that a key way to ensure first generation college student (FGC) retention, success, and comfort on college campuses is to “increase supportive relationships…through counseling and support services.” They cite specific programs that have been successful in achieving this goal, such as Educational Opportunity Program (EOP) and Faculty Mentoring Program (FMP). This research is helpful for student affairs and faculty mentors who are eager to help FGCs transition into college life.
Johnson, H.E. (2004). Educating Parents About College Life. The Chronicle of Higher sEducation. Vol. 50, Iss. 18; p. B.11
This article is about parent programs that are being established by different institutions to help parents understand college life. Johnson also states that parents are important in a student’s life and that colleges should be aware of their importance, take into consideration the role they play and affirm the family’s relationships.
Johnson, B.W. (2007) On being a mentor: a guide for higher education faculty. New Jersey: Lawrence Erlbaum Associates Publisher.
Johnson argues that faculty must be intentional in seeking out mentees in order to encourage development in the student and to continue an ethical standard in higher education. There are guidelines and clear objectives in the relationship that are fostered and the learning environments of the classroom. Johnson also provides assessment and evaluation material, an important element in effective mentoring.
Knight, K. (2006). First-generation College Students: Dealing With the Transition. Retrieved March 2009-from the Achieve Solution https://www.achievesolutions.net/achievesolutions/en/Content.do?contentId=10652
In this article Knight explains about getting to the issues that first generation college students face along with their parents. Knight also describes what steps both parents and students can take to get through the process of college and getting their diploma.
Kuh, G.D., Pike, G.R. (2005) First-and Second-Generation College Students: A Comparison of Their Engagement and Intellectual Development. The Journal of Higher Education, (76, 3)
Lohfink, M.M., Paulsen, M.B. (2005) Comparing the Determinants of Persistence for First-Generation and Continuing Generation Students. The Journal of Higher Education, (46, 4)
The authors state their research method and goals in understanding the factors that contribute to the persistence in college. They say that few research as examined the persistence behaviors. They define variables and behaviors that positively enforce retention and perform statistical tests to determine differences between students. The authors conclude that work study, social life, and grant aid had a positive influence on retention.
Lundberg, Schreiner, Hovaguimian, Miller. (2007). First-generation status and
student race/ethnicity as distinct predictors of student involvement and learning. NASPA Journal, Vol. 44, No. 1, 57-62; 73-77.
In order to identify unique effects of student race, ethnicity and first generation college attendance on involvement and learning, this research uses a national sample of seven student race/ethnicity distinct groups (n=643 per group). Thus, this study finds that first generation students had a positive effect on student learning, but a negative effect on involvement. Effective programming implications are suggested for first generation students and those of various races and ethnicities.
McConnell, P. J. (2000). What community colleges should do to assist first-generation students. Community College Review, 28(3), 75-87.
McConnell, in this article, defines first generation college students (FGC) and addresses effective ways for community colleges to help these students be successful. He finds that the most common definition of FGCs is that their parents had no college experience. Institutions of higher education, according to the literature, can best help these students through programs and services that provide personal connections and support, and by engaging them in classroom experience that will connect the students with the campus.
Menezes, M. D. (2005). Advisors and parents: Together building stronger advising relationships. Retrieved -insert today's date- from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Advisors-Parents.htm
Menezes discusses the impact academic advising has in the life of first generation college students today. He states goals that the National Academic Advising Association (NACADA) requires and believes it is important for advisors to share with parents. He also informs qualities about the different roles, the role of the academic advisor, the student’s role, and the parent’s role and how they all are different.
Oldfeld, K. (2007). Humble and hopeful: Welcoming first generation poor and working class students to college. About Campus, January- February, 2-12.
This author presents reports of successful first generation college students who come from financially and academically poor and working- class backgrounds. Four reformations are suggested for effective policy or practice in higher education.
Pascarella, E. T., Edison, M., Nora, A., Hagedorn, L. S., & Terenzini, P. T. (1996). Influences on students’ openness to diversity and challenge in the first year of college. Journal of Higher Education, 67, 174-195.
This research discusses the main factors that impact American students’ openness to diversity and challenge during their first year student in college. Also, other important factors for first year college students are reported, such as pre-college openness to diversity and challenge, pre-college academic motivation, student social and nonacademic experiences, and environmental emphasis of the institutions attended.
UCLA Model Program - http://www.ugeducation.ucla.edu/aap/default.html
The Academic Advancement Program at UCLA is designed to promote the learning, retention and graduation of historically underserved college students, including first generation college students through tutoring, mentoring, summer bridge programs, scholarships and developmental events. Programs, such as this are an effective tool to engage first generation college students and connect them with resources to help them attain educational success.
White, W.S. (2005). Students, Parents, Colleges: Drawing the Lines. The Chronicle of Higher Education. Vol. 52, Iss. 17; pg. B.16
White focuses on ways parents try to get involved with their students life in college and how as professionals we should explain to them what the boundaries are. The article describes helpful ways to connect with these parents for example, how some schools have already come up with different techniques to get parents involved with their own website and newsletters.
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