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The experiences of first-generation college students are not
monolithic. The nexus of identities matter, and this book is
intended to challenge the reader to explore what it means to be a
first-generation college student in higher education. Designed for
use in classrooms and for use by the higher education practitioner
on a college campus today, At the Intersections will be of value to
the reader throughout their professional career.The book is divided
into four parts with chapters of research and theory interspersed
with thought pieces to provide personal stories to integrate the
research and theory into lived experience. Each thought piece ends
with questions to inspire readers to engage with the topic. Part
One: Who is a First-generation College Student?provides the reader
an entree into the topic, with up-to-date data on both four-year
and two-year colleges. Part One ends with a thought piece that asks
the reader to pull together some of the big ideas before moving on
to look more closely at students' identities. Part Two: The
Intersection of Identity shares the research, experience and
thoughts of authors in relation to the individual and overlapping
identities of LGBT, low-income, white, African-American, Latinx,
Native American, undocumented, female, and male students who are
all also first-generation college students. Part Three: Programs
and Practices is an introduction to practices, policies and
programs across the country. This section offers promise and
direction for future work as institutions try to find a successful
array of approaches to make the campus an inclusive place for the
diverse population of first-generation college students.
The experiences of first-generation college students are not
monolithic. The nexus of identities matter, and this book is
intended to challenge the reader to explore what it means to be a
first-generation college student in higher education. Designed for
use in classrooms and for use by the higher education practitioner
on a college campus today, At the Intersections will be of value to
the reader throughout their professional career.The book is divided
into four parts with chapters of research and theory interspersed
with thought pieces to provide personal stories to integrate the
research and theory into lived experience. Each thought piece ends
with questions to inspire readers to engage with the topic. Part
One: Who is a First-generation College Student?provides the reader
an entree into the topic, with up-to-date data on both four-year
and two-year colleges. Part One ends with a thought piece that asks
the reader to pull together some of the big ideas before moving on
to look more closely at students' identities. Part Two: The
Intersection of Identity shares the research, experience and
thoughts of authors in relation to the individual and overlapping
identities of LGBT, low-income, white, African-American, Latinx,
Native American, undocumented, female, and male students who are
all also first-generation college students. Part Three: Programs
and Practices is an introduction to practices, policies and
programs across the country. This section offers promise and
direction for future work as institutions try to find a successful
array of approaches to make the campus an inclusive place for the
diverse population of first-generation college students.
This book is a case study involving four, first- generation,
working-class, college students. The study chronicles the
experiences of these students during their first semester in
college. The research question for the study was: How do first
generation, working class college students make the necessary
academic, social and cultural adjustments to college? The study
focused on these students' preparation for college, the support
they perceived receiving for attending college, their feelings of
belonging to the college campus, and how their social class
affected their college experience. The study found that the
students' social class had a negative effect on their ability to
succeed in college. This book was written for higher education
administrators, academic advisors, and faculty members and is
useful for professionals who wish to learn more about the college
experience of first generation, working class college students. It
is also useful for college administrators working to increase the
retention rates of these same students.
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