Advising the First-Generation College Student: Effective Retention Tools for Colleges and Universities

A recent review of literature reveals that researchers have used different definitions of the “first-generation ” concept (Bean & Metzner, 1985; Billson & Terry, 1982). Bean and Metzner (1985) examined the research on the positive correlation between parental education and first-generation college students ' persistence and reported that other researchers found equivocal results when examining this relationship. Billson and Terry (1987) argued, however, that the analysis performed by Bean and Metzner (1985) was confounded by their definition of nontraditional students (part-time, commuter, or older than 24 years of age) and by their assumption that first-generation college students are commuters from blue-collar families. Billson and Terry (1982) defined first-generation college students as those whose parents have had no college or university experience. This article defines first-generation college students similarly. Because first-generation college students may be perceived as having different expectations, poorer academic and social preparation, greater financial constraints, lower self-esteem, and insufficient parental support, it would seem logical to suggest that the

A Lecture From the Children of the Lost Generation of Students from Prince Edward County, Virginia

A chapter extracted from: The Educational Lockout of African Americans in Prince Edward County, Virginia (1959-1964) : personal accounts and reflection

Assessing the Academic, Personal and Social Experiences of Pre-College Students

This study examined the before-and-after effects of transitional summer programs at the University of Maryland-Eastern Shore, on pre-college students\u27 perceptions, expectations, emotions, and knowledge about college. The study focused on academic, personal and social experiences, and how these changed throughout the course of the summer program. The participants (n=197) of this study were traditional, first-time, full-time pre-college students. The participants attended one of two six-week summer programs, the Louis Stokes Alliance for Minority Participation Program (LSAMP) or the Preparation and Adjustment for College Entrance Program (PACE). This study used a pre- and post-test, two-group comparison design with a quantitative component for collecting the data. This study found statistically significant differences among pre-college students, who participated in either a scholar\u27s pre-college summer residential program (LSAMP) or in an at-risk pre-college summer residential program (PACE). The study also documented the impact of an intervention that focused on the academic achievement, study skills and the participation\u27s perception of the academic, personal, and social aspects of attending college and their willingness to participate in an academic support intervention for pre-college students making that crucial transition to a postsecondary setting

Assessing the Effects of Parental Involvement on First-Generation and Second-Generation College Students

Few researchers have studied the effects that parental influence has on first-generation and second-generation college students. This lack of empirical knowledge prompted this investigation on the effectiveness of parental involvement on first- and second-generation college student performance. A recent review of literature reveals that researchers have used different definitions of the first-generation concept (Bean&Metzner. 1985; Billson&Terry. 1982). Bean and Metzner (1985) examined the research on the correlation between parental education and the first-generation college student\u27s persistence and reported that other researchers found equivocal results when examining this relationship. Billson and Terry (1987) argued, however, that the analysis performed by Bean and Metzner (1985) was confounded by their definition of nontraditional students (part-time or older than 24 years of age or commuter) and by their assumption that first-generation college students are commuters from blue-collar families. Billson and Terry (1982) defined first-generation college students as those whose parents have had no college or university experience. This study defines first-generation college students similarly. Their study indicated that a tendency for parents of second-generation college students to provide a wider range of support. First generation college students perceived their parents to be emotionally, but not financially or academically supportive. In contrast second-generation college students perceived their parents to be emotionally, academically and financially supportive, and willing to assist with such tasks as homework and transportation

College Life Styles, Life Stressors and Health Status: Differences Along Gender Lines

The ability of students\u27 social supports, such as friends from high school and family, to effectively lessen stress often wanes during students\u27 transitions to postsecondary institutions (Ensel and Lin, 1991; Moss, 1973; Schutt, Tatjana and Rierdan, 1994; Thoits, 1995). It\u27s easy to intuit why this happens-During this major life change, most students add miles between themselves and people they have relied on for 18 years, break up with their significant others and promise to email the best friends they were used to seeing after school each day. College, most often the best years of a student\u27s life, at its first bloom (choosing a school) carries with it with high anxiety about changing location, routine and study habits; separation from friends; the learning environment; managing finances; and much more

Health Behavior Patterns Among First-Year and Non-first-Year College Students Attending a North Carolina Historically Black University

The major purpose of this study was to conduct a baseline investigation of self-rated health behavior and quality of life among first-year and non-first-year college students. The authors used a quality of life questionnaire that was designed to gauge college students\u27 health status, lifestyle, mental health, and living conditions. Results from this study indicated that there were significant differences among health behavior patterns between first-year and non-first-year college students. Most importantly, this study provides compelling information regarding the physical and psychological health behaviors among a mostly African American student population who attended a historically Black university in North Carolina. Implications for university student personnel, counselors, andfaculty are discussed

High School to College Transition: A Profile of the Stressors, Physical and Psychological Health Issues That Affect the First-Year On-Campus College Student

The purpose of this article is to provide identified stressors, physical and psychological health issues that affect first year campus college students as they transition from high school to college. The Health Behaviors, Self-Rated Health and Quality of Life (QOL) questionnaire was administered to 514 university college students. Results from this study determined that there were significant differences among student life stressors and physical and psychological health status between first-year on-campus and first-year off-campus college students. Most importantly this study documented compelling information regarding selection of roommate, poor housing, chronic and temporary diseases, injury and prescription medicine among college students attending a university in North Carolina. Implications for university health administrators, student affairs personnel, counselors and faculty are discussed