Bordelon, D. E., Sexton, C. M., & Vendrely, A. M. (2019). Designing for students: Creating a robust interdisciplinary first year course. Journal of the Scholarship of Teaching and Learning, 19(1), 66–79.
This article examines the creation of an interdisciplinary first year seminar (FYS) course at Governors State University in Illinois near Chicago and its effect on first-generation college students (FGCS) over a period of four years. Three high impact practices (first year experience, writing intensive, and learning community) were embedded in all sections of the FYS course. Further, the university decided to have all first-year courses taught in small class sizes with only full-time faculty teaching the course instead of adjunct faculty. Faculty learning communities were established to discuss major themes (such as student engagement and community formation) and to design rubrics to assess student learning outcomes. Although the study was not conducted to measure FGCS specifically, the authors did state that 42% of the first-year students in the study were FGCS. The study found that the decision to have full-time faculty members teaching the first-year course had positive effects on student performance and persistence. Rates of student course completions with a grade of C or better increased over time, from 65.4% to 75.5%.
Delima, D. G. (2019). Making a case for a funds of knowledge approach to teaching and learning for first-generation college students. College Teaching, 67(4), 205–209. https://doi.org/10.1080/87567555.2019.1630355
Delima is an education researcher and higher education practitioner at California State University Office of the Chancellor. Her article calls for a reconceptualizing of the framework of teaching for first-generation college students (FGCS), specifically recommending a framework that considers FGCS funds of knowledge as an integral part of subject matter teaching and learning. A funds of knowledge approach uses what students already know from their lives as useable knowledge for teaching and learning. Faculty using a funds of knowledge approach should ask themselves how the subject matter of the class is relevant or reflective of students' lives and what they already know from their lived experiences. Some challenges are inherent in this approach, since there are varying degrees and levels of students' knowledge, skills, and backgrounds in the classroom. However, some experiences can be applicable to everyone. One compelling example detailed in the article described how a physics professor taught a lesson about cooking and turning raw ingredients into cooked foods and used students' basic knowledge of cooking as the basis for teaching the physics concepts of thermodynamics. Another example of the funds of knowledge approach was the use of student journaling to chronicle their thoughts and impressions of the daily class topic. According to the author, the funds of knowledge approach is valuable because it helps professors reframe the way they think of FGCS, and it helps them think of FGCS not as a deficit and members of an at-risk paradigm but as students that possess valuable experiential knowledge.
Institute for Higher Education Policy. (2012, September). Supporting first-generation college students through classroom-based practices. https://www.ihep.org/wp-content/uploads/2014/05/uploads_docs_pubs_issue_brief_walmart_msi_supporting_fgs_september_2012.pdf
This report examines successful strategies minority-serving institutions (MSIs) use to support first-generation college students (FGCS). As defined in other studies, FGCS tend to view college as a means to a stable and high-paying job, have family obligations and ties that lead to them attending college closer to home, work more hours, and have a lack of traditional 'college knowledge.' This lack of college knowledge includes a lack of understanding of the different support structures and resources available on campus. While some programs, such as summer bridge programs and first-semester seminars, can be beneficial, they are often not targeted directly to FGCS and usually end early in the college experience, if not before. The report identifies four main institutional themes needed to set the stage for FGCS success: (1) faculty as key allies; (2) curricular and pedagogical reforms; (3) evidence-based approaches to student success; and (4) internal and external partnerships. Faculty are usually the main contact for students, but many are unaware of how to best engage with FGCS. The researchers suggest required professional development, faculty learning communities, formal changes to faculty roles to emphasize student success, and targeted interventions in high-enrollment, high-failure courses as methods for preparing faculty. In terms of curricular and pedagogical redesign, the researchers suggest adding more culturally relevant materials to the classroom, embedding supplemental services such as tutoring, and introducing high-impact practices into general education courses. Data collection can be a crucial step in designing effective interventions, so institutions should try to identify FGCS upon enrollment, track student outcomes, and use other quantitative and qualitative tools (such as focus groups) to examine student success. Nonstandard measures such as self-regulation should be included in these efforts. Finally, partnerships through and outside of the campus can have beneficial effects. Researchers suggest publicizing efforts to work with FGCS, including recognition of success, embedding themes in the classroom such as global learning, and working with peer institutions and the community to learn and share success.
Lueders, S. S. (2015). Exploring the use of teaching strategies to impact the academic and social challenges faced by first-generation college students [Doctoral dissertation, DePaul University]. DePaul University Libraries. https://via.library.depaul.edu/soe_etd/84
This dissertation examined the teaching strategies that were most beneficial to first-generation college students (FGCS), with an emphasis on classroom-level interventions. The data specifically examined student perceptions of the efficacy of teaching strategies, not actual data on course completion or other success metrics. The study was confined to accounting courses at a private, four-year Midwestern university, and relied on survey results. FGCS reported that required (as opposed to optional) class participation and personal interaction had a positive effect on self-regulation skills and help-seeking skills, which in turn was positively associated with higher GPA. Instructor-prepared help, such as examples, class notes, and other materials, was also considered to be highly beneficial.
McMurray, A. J., & Sorrells, D. (2009). Bridging the gap: Reaching first-generation students in the classroom. Journal of Instructional Psychology, 36(3), 210–214.
First-generation college students (FGCS) have unique challenges in the classroom, as they are often unprepared for the rigors of academic coursework, have a limited understanding of the intricacies of higher education, and often struggle with negotiating their own cultural and academic identities. The researchers provide several suggestions for how faculty can support FGCS in the classroom. Using illustrative examples (e.g., connecting coursework to future career paths, sharing success stories of past students, and including personal examples) can help students make connections for success strategies and the importance of course material. Humor is also shown to make students feel more comfortable and break down barriers FGCS have of professors as unapproachable or someone who should not be bothered. Including redemptive opportunities, such as opportunities for redoes or dropping lower grades, can help students realize that one bad grade or mistake is not the end of the road. FGCS struggle with self-efficacy issues and are usually reticent to interact with their professors, so having an open-door policy, with active encouragement for students visiting office hours (and an explanation of what office hours are) can be helpful in overcoming that internal barrier. Instructors could also consider offering other ways of meeting with students outside of traditional office hours. FGCS usually have other commitments that lead to less community on campus, so fostering small group peer interaction in courses can help students develop a sense of belonging and a peer support network. 'Community-centered' courses can lead to deeper learning, engagement, and meaning.
Murphy, M. C., Gopalan, M., Carter, E. R., Emerson, K. T. U., Bottoms. B. E., & Walton, G. M. (2020). A customized belonging intervention improves retention of socially disadvantaged students at a broad-access university. Science Advances, 6(29), Article eaba4677. https://doi.org/10.1126/sciadv.aba4677.
Sense of belonging has been studied as a factor for college persistence and retention, especially among racial-minority and first-generation college students. This study involved 1,000 first-year students in a broad-access university (classified as a Hispanic-Serving Institution). In a required college writing course, student were given an assignment that required them to read "stories from upper-level students that highlighted typical academic and social challenges in college, depicted these challenges as common and temporary, and shared management strategies that had worked for them" and then write about the core message of belonging. Researchers examined persistence through second and third years of college, and found that those who had the intervention had a 10% increase in college persistence over 1 year and 9% over 2 years. There was also a modest GPA boost of 0.19 in the next semester.
Shelton, C. (2011). Helping first-generation college students succeed. Journal of Psychological Issues in Organizational Culture, 1(4), 63–75. https://doi.org/10.1002/jpoc.20041
First-generation college students (FGCS) are often less prepared for college, have difficulty balancing academics with practical concerns (such as family and financial concerns), and are less integrated into campus life. Research shows FGCS are also more likely to be "low-income, 24 years and older, and Hispanic or African American" (p. 64). FGCS may also attend college part-time more often than continuing-generation students, may have dependents, and are usually financially independent. FGCS receive many benefits from extracurricular activities, although they often have less time to engage in them. Self-efficacy is an important trait for FGCS, as it is a protective factor for academic success and a potential protective factor for coping with stressors. Instructors and institutions can use a variety of strategies to help support FGCS, including strategies targeted to increase self-efficacy. Learning communities can be a highly successful tool, with those where students take clusters of classes together being particularly effective. Academic support services should be multifaceted, with an emphasis on being culturally welcoming and knowledgeable about a variety of issues, either by being able to help in one location, or with a well-defined referral system. Multicultural curriculum practices, including critical pedagogy, can be an engagement tool that also helps with integration of FGCS. Using a variety of instructional formats, including small-group work, group discussions, and visual presentations, can be a way to engage diverse learners. Another pedagogical tool is linking academic content to personal development, such as reflective writing. Faculty-student contact can be beneficial as well, although FGCS often do not initiate contact. Faculty should try to increase contact outside of class, be explicit in the benefits of using office hours, and initiate more contact with students. Early retention programs by the institution are critical, and active programs to engage students should be developed. Examples include summer bridge programs, structured first-year experiences (which should focus on both academic and social integration), and population-specific retention programs. Intrusive advising and prompt referrals to support services such as tutoring should be used as well.
Bryant, S. J. (2021). An examination of high-impact strategies that increase success in marginalized student groups. Community College Enterprise, 27(2), 58–72.
This report focuses specifically on low-income, first-generation (LIFG) college students, with a systematic review of high-impact practices. The main practices examined are cost, intrusive advising, co- or extra-curricular offerings, and the importance of the faculty's role. A student profile was developed of a 'typical' LFIG: lack of academic preparedness, strong family/parental influence, lower self-efficacy, higher risk of homelessness, and financial concerns, which lead to employment while taking classes. Cost can be a significant barrier for LFIG students; needing to work to afford tuition can lead to less engagement on campus and in extracurriculars and can impact engagement in academics. It also leads many LFIG students to attend an institution close to home, which limits their options. Intrusive advising is a highly beneficial tool when working with LFIG students, although care should be taken to build a relationship with students and use a personal approach. Other intrusive approaches may be useful as well, since LIFG students "struggle in asking for help, as they do not want to be perceived as unprepared or unintelligent" (p. 67). Proactively reaching out to set up appointments may help reduce this anxiety. Extracurricular activities are an effective way to socially integrate students, but the work and family demands of LIFG students mean that many cannot participate. Institutions should consider how to best support working students and offer more options for financial and social support. Faculty continue to be the main point of contact for students, and Bryant suggests that instructors work to incorporate relational, culturally responsive, and critical compassionate pedagogies into their classroom. Relational pedagogy places the instructor in a positive and supportive role, developing authentic relationships with students. This can involve keeping a close eye on student progress and reaching out proactively when a student begins to struggle. Culturally responsive pedagogy involves examining how barriers impacting success for all students can be dismantled. There can be cultural differences in the learning process, so acknowledging this and implementing learning variations in the classroom while honoring cultural difference, can be a positive step. Finally, critical compassionate pedagogy involves a social justice approach that acknowledges that underserved students are disadvantaged. Instructors can model critical compassionate pedagogy by close observations of students and inviting feedback from students about changes that would impact their success.
Grace-Odeleye, B., & Santiago, J. (2019). A review of some diverse models of summer bridge programs for first-generation and at-risk college students. Administrative Issues Journal: Connecting Education, Practice, and Research, 9(1), 35–47.
Summer bridge programs are used to orient students to the college environment, often targeted to underprepared and at-risk students. These programs have been shown to "increase academic readiness, promote inclusion and integration into the college academic and social community, introduce the students to the available supportive institutional academic support programs and services, and promote self-efficacy and persistence" (p. 36). This article examines several summer bridge programs at different institutions to examine the long-term effects of the programs. Most summer bridge programs are 2-8 weeks and involve an orientation, academic advising, workshops, classes on student success skills, and accelerated academic coursework. Some institutions require bridge programs for formal admission to the college. These programs showed connections to long-term retention, academic achievement and engagement, an increased sense of belonging, and increased resiliency, although the authors note that there is usually a lack of a control group with these programs, which leads to less confidence in direct outcomes.
Love, M. B., Kased, R. A., Malik, S. K., Taylor, S. D., Legion, V., Graterol, C., Shada, A., Previde, P., & Wirth, P. (2021). Achieving equity: An evaluation of a multicomponent, lower-division student success program. Journal of Educational Research and Practice, 11(1), 64–80.
Metro College Success is an academic support program at a university in California and organizes students who are first-generation college students (FGCS), low income, and/or underrepresented into 10 academies, each focused on a broad career or topic theme (e.g., Health, Ethnic Studies, Engineering). These academies are cohort-style, with students taking two general education classes together each semester and embedded wraparound student support services. A faculty coordinator leads each academy and is selected based on their leadership and relationship-building skills and similar backgrounds and ethnicities to the student participants. Participating faculty complete a 45-hour professional development program, "focused on mastering engaging pedagogy and social justice-oriented curricula" (p. 65), which is its own learning community. Support services on campus are often fragmented and feel disconnected from classes. FGCS, in particular, are hesitant to seek out support and services. One of the core courses each semester "serves as the home base for advising, cohort community-building, tutoring, and financial aid reminders" (p. 70). Each core course is scaffolded and sequenced in the curriculum to develop skills. Coordinators monitor student grades and review student progress. Peer tutors also provide support, and tutoring is mandatory for students whose grade falls below a C. In examining data for participants, researchers found that participating in the Metro program led to statistically significantly higher GPAs, higher completion rates of remedial coursework, less attrition, greater persistence, and higher graduation rates. These gains persist in the junior and senior years, after the formal program has concluded. Not only do Metro students graduate more, they also are more likely to graduate within 4 years. The researchers especially laud the wraparound, integrated support services located within the classroom as a particularly innovative and effective choice.
McCallen, L. S., & Johnson, H. L. (2020). The role of institutional agents in promoting higher education success among first-generation college students at a public urban university. Journal of Diversity in Higher Education, 13(4), 320–332.
There are significant disparities in outcomes between first-generation college students (FGCS) and continuing-generation college students. This study examined which institutional agents at a public university system in New York led to increased FGCS outcomes. Researchers analyzed survey and interview responses from FGCS about student perceptions of which experiences affected their college experience. The majority of students listed faculty and academic advisors as a source of support, with fewer listing student services personnel, peers, and families. Most stated that a professor was the most significant influence on their college success, by providing "aspirational, intellectual, and emotional capital by treating students with care and respect (26.3%), relating academic material to the real world (10.5%), and being available outside of class (31.6%)" (p. 326).
Miller, A. (2013). Institutional practices that facilitate bachelor's degree completion for transfer students. New Directions for Higher Education, 162, 39–50.
Many studies on first-generation college students (FGCS) focus on students enrolled in four-year colleges. This study focuses on the transfer rates of FGCS from Texas community colleges to four-year institutions. The community colleges in the study showed higher-than-usual transfer rates, and one of the study objectives was to identify promising institutional practices that supported retaining and transferring low-income FGCS. Miller found three main themes at community colleges that seem to contribute to higher transfer rates: (1) structured academic pathways; (2) student-centered cultures; and (3) culturally sensitive leadership. In terms of structured academic pathways, there are several structures that support this. Institutional articulation agreements that allow for seamless transitions and outreach partnerships can help make transferring easier. Some institutions also invite representatives from four-year colleges for regular visits or provide dedicated space for the representatives. Dual enrollment was also considered to be an effective way to expose students to the college environment and college coursework. Colleges often used innovative practices to address developmental coursework and placed a high priority on active learning in the classroom. Student-centered cultures emphasize "personal attention, ease of service, convenience, collaboration, and innovation" (p. 43). Examples include a customer service focus, specialized advising, flexible scheduling (with evening and weekend support) and learning communities. Finally, culturally sensitive leadership can help "foster, shape, and develop a campus culture and environment that encourages students to take ownership of their academic experience, to participate as active citizens of the institution, and to use their education to improve their individual lives and those of their families and communities" (p. 44). Elements of culturally sensitive leadership include staff and faculty role modeling, strategic planning, and community outreach.
Ndiaye, M., & Wolfe, R. E. (2016). Early college can boost college success rates for low-income, first-generation students. Phi Delta Kappan, 97(5), 32–37.
Early college designs are partnerships between high schools and colleges that create a path to college access by modeling a 'college-for-all' culture. This type of program is like dual enrollment but is more of a blend of high school and college and usually is specifically tailored toward disadvantaged students while including structural support. Early college design models have seen increased high school graduation rates, and 30% of student participants earn an associate degree or other postsecondary diploma while in high school. This article profiles several implementations of early college design, including stand-alone early college high schools, back on track to college, dual-to-degree pathways, school-within-a-school early college high schools, career academies, and a program targeting dropouts to help them attain an equivalency diploma and then move to a college-bridge program. Studies have shown promising results; one, for example, showed that 51% of graduates were "enrolled in postsecondary education, and 59% of those persisted through their first year" (p. 37).
Research and Planning Group for California Community Colleges. (2014). Practically speaking: Community college practices that help (re)define student support: A practitioner primer. https://files.eric.ed.gov/fulltext/ED548259.pdf
This comprehensive report highlights programs at community colleges in California that are effective in helping recruit and support first-generation college students (FGCS). The authors identified five main themes and profile programs and initiatives demonstrating the themes. The five themes are: (1) fostering student motivation; (2) teaching students to succeed in a postsecondary environment; (3) structure support to assist with multiple success factors (directed, focused, nurtured, engaged, connected, and valued); (4) provide comprehensive support to historically underserved students; and (5) engage stakeholders across the institution, particularly faculty, in supporting student success. Many programs are holistic and cross-departmental and focus on the specific needs of FGCS. The authors note that "students have a very broad definition of support and, in their minds, everyone on campus is—or can potentially become—part of a system that helps them reach their goals" (p. 18). This finding supports the notion that a college-wide effort involving a wide swath of departments must be part of any serious initiative to support FGCS.
Schelbe, L., Becker, M. S., Spinelli, C., & McCray, D. (2019). First generation college students' perceptions of an academic retention program. Journal of the Scholarship of Teaching and Learning, 19(5), 61–76.
A qualitative study with 25 student participants at a large southeastern public university utilizing focus groups and interviews to gather data on first-generation college students’ (FGCS) perspectives of a campus-based program called GenOne. This program was designed to promote academic success and retention for FGCS, and most students enrolled in the program were also African American. Students who are admitted to the university through GenOne admissions process must participate in an intensive eight-week Summer Bridge Program, which provides FGCS with an orientation to the program, university, and university community. Participation in the program requires study hours and peer-to-peer tutoring. Data from this study showed that students felt that the program's peer ambassadors and other staff helped them succeed academically by providing role models and setting expectations for FGCS that promoted accountability such as mandatory assembly times, meeting with peer tutors, and study hours. As the study participants stated, providing relationships and accountability was important to FGCS because they lacked parental or familial role models that could fill this role. Additionally, students in this study said that program staff's ability to connect them with relevant resources boosted their confidence.
Schuyler, S. W., Childs, J. R., & Poynton, T. A. (2021). Promoting success for first-generation students of color: The importance of academic, transitional adjustment, and mental health supports. Journal of College Access, 6(1), 12–25.
This article focuses specifically on first-generation college students that are a racial minority, an intersectionality that increases barriers already present in each of the traits. Students of color often face racial discrimination and racial-ethnic microaggressions which can have a negative impact on sense of belonging and lead to decreased graduation and persistence rates. The researchers examined supports that are particularly effective for first-generation students of color (FGSOC) under three primary areas: academic supports, transitional adjustment supports, and mental health supports. FGSOC tend to be less academically prepared and have less support from parents and family. Stressing the importance of academic advising and developing specialized advising approaches for FGSOC is recommended. Faculty should consider emphasizing multiculturalism, team-based learning, peer-instruction, and collaborative learning groups. Transitional adjustment supports can help with academic and social integration. Examples of these include specialized guidance and mentorship, summer bridge programs, and living-learning programs. Finally, mental health supports to aid the well-being of FGSOC can help coping skills with stress and acculturation. FGSOC tend to have "lower self-esteem and life satisfaction and higher levels of stress than white first-generation college students" (p. 17). This can lead to increased rates of anxiety and depression. Microaggressions can exacerbate these difficulties. A multicultural student center on campus can provide a safe space for students. While counseling services are helpful for those who utilize them, many students are reluctant to access them; there is usually a negative stigma about counseling. Institutions should consider how to best reach FGSOC with positive messaging in terms of counseling services and should consider initiatives that embed counselors outside the counseling center. Overall, more overlap between academic affairs and student affairs can open more possibilities for academic and social support initiatives.
Schwartz, S. E. O., Kanchewa, S. S., Rhodes, J. E., Gowdy, G., Stark, A. M., Horn, J. P., Parnes, M., & Spencer, R. (2018). "I'm having a little struggle with this, can you help me out?": Examining impacts and processes of a social capital intervention for first-generation college students. American Journal of Community Psychology, 61(1–2), 166–178. https://doi.org/10.1002/ajcp.12206
Social capital is the "information, support, and resources available to an individual through connections and networks of relationships" (p. 166), and it plays a key role in academic success. Social capital is associated with higher GPA, higher rates of retention, and a stronger sense of belonging. First-generation college students (FGCS) have lower levels of social capital, indicated by less connections with faculty and staff and less use of support resources. FGCS are more reluctant to seek help, do not initiate contact, and use support services less than continuing-generation college students. 164 FGCS in a remedial summer bridge program participated in four sessions that covered social capital and student support networks. The sessions included role-playing on how to reach out to professional connections and discussing strategies for maintaining a support network, among other topics. Participants reported positive relationships with their instructors and staff, an increased intention to recruit support, the ability to articulate which individuals could provide them with specific support, and a decreased avoidance of help-seeking. Participants also had higher GPAs than a control group, which is associated with higher rates of retention. Considering that the intervention was only four hours total, the outcomes are significant.
Chelberg, K. L., & Bosman, L. B. (2019). The role of faculty mentoring in improving retention and completion rates for historically underrepresented STEM students. International Journal of Higher Education, 8(2), 39–48.
STEM (science, technology, engineering, and medicine) fields are in high demand, but historically underrepresented students (including low-income and first-generation students) are less likely to enter these fields. Those that are in a STEM course of study are more likely to drop out or transfer to non-majors. STEM fields are often considered 'chilly,' with more "feelings of self-doubt, isolation, and questions of student belonging" (p. 40). Mentoring has been considered an effective way to help shepherd students through their academic careers by providing academic and psychosocial support. This study examined a novel use of mentoring by examining the effects on 19 STEM students at a small college in Wisconsin. All students were from underserved populations, and 58% of participants were first-generation college students (FGCS). This mentoring program used photovoice (sharing photographs of lived experiences) and photo elicitation (a qualitative inquiry of the photos taken to encourage self-reflection and empowerment). Students were provided with a wi-fi smartphone to take pictures and met with their mentors eight times throughout the semester. Their mentors assigned types of photos for students to take, such as photos of barriers or motivations, and then students were asked to write a one-sentence description of the photo. Participants described how the photovoice process was a unique way to think critically and reflect on themselves as scholars, increasing their resiliency and understanding. Overall opinions from students on the value of the mentoring program were positive and student expressed that the support was invaluable.
Glass, L. E. (2022). Social capital and first-generation college students: Examining the relationship between mentoring and college enrollment. Education and Urban Society. https://doi.org/10.1177/00131245221076097
First-generation college students (FGCS) tend to have lower success and retention rates, and there are often barriers for high school students to apply for and attend college. High schools with a strong "college-going climate," which includes structural support, can lead to an increase in college application and attendance. This study looked at how iMentor, a mentoring organization that pairs college-educated volunteer-mentors with high school students for 3-4 years, affected college enrollment. The iMentor program partners with schools and each student has a mentor that they meet with in person and communicate with virtually, utilizing a hybrid approach. Mentoring is seen as one way of helping improve social capital, which FGCS often lack. The iMentor program emphasizes "pair relationship building, development of key socio-emotional skills, and college pathway focused content" (p. 10). Mentors and mentees are expected to communicate weekly, with an in-person monthly meeting (often in a group setting). Pair matching is considered carefully, looking to pair mentors/mentees with similar backgrounds, interests, and close geographic locations. Results show that having a mentor increases college enrollment, with long-term mentors having an even greater impact.
Hirsch, K., Odom, S. F., & Moore, L. L. (2021). An examination of the impact of peer mentoring on first-generation college student peer mentors' development of the Five Practices of Exemplary Leaders. Journal of Leadership Education, 20(4), 154–169. https://doi.org/10.12806/V20/I4/R11
Texas A&M University has a large population of first-generation college students (FGCS), approximately 25% of the student body. In order to aid retention, they developed a peer mentor program where older FGCS serve as mentors for new first-year FGCS. Peer mentorship, in general, is associated with benefits for both mentors and mentees, with mentors in particular developing leadership qualities. This study is grounded in Kouzes and Posner's Five Practices of Exemplary Leadership model, a "prescriptive model emphasizing behaviors individuals need to perform to become effective leaders" (p. 156). The Freshman Success Program (FSP) is a learning community that requires FGCS to participate in their first year and provides opportunities for those in their second, third, and fourth years to serve as peer mentors. Peer mentors are trained several hours each month on a variety of topics, including campus resources, leadership, suicide prevention awareness, and how to be an ally. Peer mentors meet weekly with mentees in a class, and mentors present on a variety of topics such as time management, study skills, money management, etc. Mentors demonstrated all five of the leadership practices (enable others to act, model the way, inspire a shared vision, challenge the process, and encourage the heart), and their reflections demonstrated how the peer mentoring experience needs to go beyond just one-on-one interactions.
Hopkins, S., Workman, J. L., & Truby, W. (2021). The out-of-classroom engagement experiences of first-generation college students that impact persistence. Georgia Journal of College Student Affairs, 37(1), 36–58.
First-generation college students (FGCS) at a university in Georgia were surveyed to determine their perceptions on how out-of-classroom engagement, including extracurricular activities, athletics, work, and volunteer work, affected their persistence. The student involvement theory posits that social experiences and environmental factors can be significant predictors of student persistence, although it is not just the quantity of engagement, but the quality. Study participants were upper-class students (juniors and seniors) who had completed "a freshman seminar course designed specifically for first-generation students" (p. 43). Three themes were identified: (1) connection, (2) community, and (3) relationships. Out-of-classroom experiences were key in developing those three concepts and were cited as increasing their sense of belonging and, in some cases, changing their minds about transferring or leaving the institution. Out-of-classroom experiences were considered an enhancement that led to greater motivation to complete a degree (i.e., persistence). The community and relationship aspect provided a resource pool for FGCS, who usually exhibit hesitancy in help-seeking, and led to them being more comfortable asking questions. Based on the study, the authors have some suggestions for improving access to out-of-classroom experiences, including implementing high-impact practices through advising or programming, creating a first-generation living-learning community, and forming a first-generation student organization.
Parnes, M. F., Suárez-Orozco, C., Osei-Twumasi, O., & Schwartz, S. E. O. (2020). Academic outcomes among diverse community college students: What is the role of instructor relationships? Community College Review, 48(3), 277–302. https://doi.org/10.1177/0091552120909908
This study examined the characteristics of instructor-student relationships in a community college setting. Research has shown that positive instructor-student relationships can increase self-efficacy, learning, academic achievement, and engagement. Most research, however, has taken place in the four-year college/university setting, not within community colleges, and some research has found that there are less rates of instructor-student relationships in community colleges. This could be due to barriers on the student side, such as less time on campus due to employment and family responsibilities, as well as the fact that most community colleges have a commuter population. Community colleges also have more adjunct instructors, who spend less time on campus, and full-time instructors often have high course loads and additional administrative duties. Both factors can lead to less time devoted to reaching out to students. Studies suggest that first-generation college students (FGCS) and minority students are "less likely to form close relationships with instructors" (p. 280). This study focused on immigrant-origin students (first and second generation) and FGCS (comprising 44.6% of the sample) at three community colleges in the Northeast. The authors found that strong student-instructor relationships were "significantly associated with all student outcomes we assessed, including both behavioral and cognitive academic engagement and GPA" (p. 292). This is directly correlated to student retention and persistence. Older students and full-time students were more likely to develop supportive relationships with faculty. Students who exhibited stronger help-seeking skills were more likely to develop relationships with their instructors and reap the positive benefits, including increased academic achievement and engagement. Because community colleges tend to have less extracurriculars and events than four-year universities (which can lead to a stronger sense of belonging and connection), it is even more important for instructors to foster relationships with students. Some strategies colleges can employ to help these relationships are smaller class sizes, gaps in class scheduling to allow time for appointments, increased work study opportunities, and welcoming study spaces. Colleges may also consider increasing training and support for instructors on how to build relationships, especially those from marginalized backgrounds, and how to avoid microaggressions and instructing diverse students. Adding mentoring and advising to the faculty job description and using those duties as part of the regular evaluation process can normalize and encourage the practice.
Plaskett, S., Bai, D., Nakkula, M. J., & Harris, J. (2018). Peer mentoring to support first-generation low-income college students. Phi Delta Kappan, 99(7), 47–51. https://doi.org/10.1177/0031721718767861
First-generation college students (FGCS) typically struggle to transition to higher education, especially since their knowledge of college culture may be less than continuing-generation students, and they typically cannot rely on parents for advice. Many students employ a trial-and-error approach in problem-solving. Peer mentors can be a powerful way to support FGCS, especially mentors who are also FGCS, since they can use their own experiences to authentically support new students without making them feel stigmatized. This article discusses a program that connects students with mentors in similar areas and from similar backgrounds. Pairs were encouraged to meet weekly, and a list of potential topics for discussion was distributed to aid conversation. Mentors participated in a multiple-day training retreat prior to the semester and had regular oversight and supervision and continuing training sessions on specific topics like time management. Overall, the mentoring program led to positive interactions, with the most meaningful benefits coming from mentees who formed a strong relationship with their mentor. Some strategies for an effective peer mentoring program include building relationally instrumental matches (i.e., matching mentors and mentees thoughtfully and with regards to personality and shared backgrounds), fostering trust, mentee-centric mentoring, and a commitment to the process. The authors also suggest implementing peer mentors earlier in the academic process, by starting in high school.
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