Faculty and first-generation college students : bridging the classroom gap together
Source:New directions for teaching and learning ; no. 127, Jossey-Bass, San Francisco, CA, p.107 (2011)
Call Number:Cubb LC148.2 .F328 2011
Keywords:First-generation college students, Teacher-student relationships
Contents: Foreword / Janice Wiggins -- Introduction: Shall we gather in the classroom? / Teresa Heinz Housel, Vickie L. Harvey -- When first-generation students go to graduate school / Brett Lunceford -- First-generation Latina graduate students : balancing professional identity development with traditional family roles / Valerie Lester Leyva -- Learning a new world : reflections on being a first-generation college student and the influence of TRIO programs / LaKresha Graham -- Faculty perceptions of the first-generation student experience and programs at tribal colleges / Jacqueline J. Schmidt, Yemi Akande -- Understanding the first-generation student experience in higher education through a relational dialectic perspective / Russell Lowery-Hart, George Pacheco Jr. -- First-generation issues : Learning outcomes of the dismissal testimonial for academically dismissed students in the arts & sciences / Jennifer Brost, Kelly Payne -- A social constructionist view of issues confronting first-generation college students / Stephen Coffman -- Critical compassionate pedagogy and the teacher's role in first-generation student success / Richie Neil Hao -- Gathering ourselves and our students : concluding remarks / Vickie L. Harvey, Teresa Heinz Housel.; Summary: The population of first-generation college students (FGS) is increasing in an ever-tightening economy, a time when employers demand a college degree even for an initial interview. According to a 2007 study by UCLA s Higher Education Research Institute, nearly one in six freshmen at American four-year institutions is first generation. However, FGS often straddle different cultures between school and home, and many feel socially, ethnically, academically, and emotionally marginalized on campus. Because of these disparities, FGS frequently encounter barriers to academic success and require additional campus support resources. Some institutions offer increased financial aid and loan-free aid packages to FGS, but these remedies although welcome do not fully address the diverse and complex challenges that these students experience. Responding to these complexities, this volume's chapters extend previous research by examining the multiple transitions experienced by both undergraduate and graduate FGS. This volume's cuttingedge research will help college and university administrators, faculty, and staff work better with FGS through more effective pedagogy and institutional programs. Ultimately, this volume affirms how learning communities are strengthened when they include diverse student populations such as FGS and meet their particular emotional, academic, and financial needs.