Exploring the Impact of First-Generation Status and Family Cohesion on the Career Thoughts of College Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Exploring the Impact of First-Generation Status and Family Cohesion on the Career Thoughts of College Students PDF full book. Access full book title Exploring the Impact of First-Generation Status and Family Cohesion on the Career Thoughts of College Students by Roneferiti MaIshia Fowler. Download full books in PDF and EPUB format.
Author: Roneferiti MaIshia Fowler
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
The impact of first-generation status and family cohesion on the career thoughts of college students was investigated. While prior research had examined the differences between first-generation and non-first-generation college students, few studies have focused on the career-decision making of first-generation college students. No research to date had specifically explored the relationship between first-generation status, family cohesion, and negative career thoughts of college students. While making a career decision is often a difficult task, it was expected that given their parents' lack of experience with college, first-generation college students would likely experience more barriers in career thinking than other students. In addition, the role of family cohesion was examined. Participants from the study consisted of 105 undergraduate students attending a large public university in the southeast region of the United States. Hierarchical multiple regression analysis was utilized to analyze the data. The hypothesis that first-generation students would account for a significant amount of variance in career thoughts was strongly supported. First-generation status accounted for 60% (59.7%) of variance related to negative career thoughts, which was measured by the Career Thoughts Inventory (CTI). The hypothesis that after accounting for variance related to first-generation status, significant additional variance would be accounted for by family cohesion was also supported. Family cohesion accounted for an additional (1.6%) of variance, which was measured by the Family Adaptability and Cohesion Evaluation scale. Limitations, clinical implications and directions for future research are discussed.
Author: Roneferiti MaIshia Fowler
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
The impact of first-generation status and family cohesion on the career thoughts of college students was investigated. While prior research had examined the differences between first-generation and non-first-generation college students, few studies have focused on the career-decision making of first-generation college students. No research to date had specifically explored the relationship between first-generation status, family cohesion, and negative career thoughts of college students. While making a career decision is often a difficult task, it was expected that given their parents' lack of experience with college, first-generation college students would likely experience more barriers in career thinking than other students. In addition, the role of family cohesion was examined. Participants from the study consisted of 105 undergraduate students attending a large public university in the southeast region of the United States. Hierarchical multiple regression analysis was utilized to analyze the data. The hypothesis that first-generation students would account for a significant amount of variance in career thoughts was strongly supported. First-generation status accounted for 60% (59.7%) of variance related to negative career thoughts, which was measured by the Career Thoughts Inventory (CTI). The hypothesis that after accounting for variance related to first-generation status, significant additional variance would be accounted for by family cohesion was also supported. Family cohesion accounted for an additional (1.6%) of variance, which was measured by the Family Adaptability and Cohesion Evaluation scale. Limitations, clinical implications and directions for future research are discussed.
Author: V. Casey Dozier
Publisher: Florida State Open Publishing
ISBN: 1736577956
Category : Education
Languages : en
Pages : 610
Get Book Here
Book Description
This book's aim is to improve the integration of Cognitive Information Processing (CIP) theory, research, and practice, leading to more cost-effective career interventions that help persons to make informed and careful career decisions over a lifetime. The starting point for the book's content was the 2004 Sampson, Reardon, Peterson, and Lenz book, Career Counseling and Services: A Cognitive Information Processing Approach, which itself was a revision of the 1991 Peterson, Sampson, & Reardon book, Career Development and Services: A Cognitive Approach. We had four goals for this edition of our book. Our first goal was to update the theory, research, and practice of CIP theory from 2004 through the end of 2022. Our second goal was to expand the authors to better reflect the diverse community of practice that has emerged for CIP theory over the past eighteen years. Our third goal was to remove cost as a potential barrier to disseminating knowledge about CIP theory by making the book accessible as an open-access publication through the Florida State Open Publishing. Finally, our fourth goal was to disseminate the book via open-source software available in libraries which can be used to make periodic book content updates more feasible.
Author: Michelle A. Samuels-Jones
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 184
Get Book Here
Book Description
"This study examined the influences that affected third year first-generation (FG) students' career decidedness at a small private college in the Midwest. Semi-structured interviews were conducted with 10 third year FG students in various majors. Transcripts were analyzed and considered in the context of Interpretative Phenomenological Analysis (IPA), the study's methodology and Lent, Brown, and Hackett's (1994) Social Cognitive Career Theory (SCCT), the study's theoretical framework. SCCT similarly guided the structure and direction of the study's research questions. Employing these approaches, four major themes emerged as influencers that affected study participants' career decidedness, (1) first-generation identity as a point of pride, (2) the alignment of major, career, and vocational decisions, (3) future career as the pathway to upward mobility, and finally, (4) family-the greatest influencer in career decisions. Moreover, sub themes associated with 3 of the 4 primary themes emerged as follows, (1) first-generation pride similarly reflected participants' (1a) independence/working autonomously and (1b) serving as role models; (2) alignment of major, career, and vocation included participants' (2a) early clarity about career and major and (2b) their interest in helping professions; and finally, (3) family as the greatest influencer reflected (3a) college as a required, not optional pathway for participants and (3b) a personal family circumstance as influential to career decisions. Because parents and family were the greatest influencers overall, and actually surfaced in every theme, study findings, suggested the following recommendations for practice, (1) repositioning and establishing parents and family as a critical asset in the college/career exploration of their FG student, (2) identifying opportunities to better inform and equip parents and family with information to support FG students' career self-efficacy and active use of institutional resources, and, (3) the need to foster a robust outreach and support agenda for parents and families, where information/services to address their specific needs is widely available and accessible"--Author's abstract.
Author: Mary E. Anderson
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 137
Get Book Here
Book Description
"First-generation college students face many challenges and many successes as the first from their family to go to college. Although much research has been done to support this population of students in the transition and adjustment to the college culture, little research has been completed about the experiences they face upon their return home to their family culture. Due to the lack of shared experiences, first-generation college students may encounter an increase in psychological issues when re-assimilating to their family culture after engaging in the college culture. Because research has indicated that secure attachment bonds lessen the impact of psychological symptoms such as stress, anxiety, and isolation during the transition and adjustment period to college, it may be possible that strong attachment decreases these same psychological issues during the transition and adjustment back home. This study examined the differences of the re-entry experiences of first-year college students based on generation status to their family culture using a theoretical lens that investigated theories of re-entry shock and parental attachment. The presence of secure attachment bonds from family relationships and the impact of these bonds as they relate to transition and adjustment home were also explored. The research design considered the characteristics of gender and ethnicity and the role they played on the dependent variables of re-entry shock and parental attachment. Although the results of the study did not find statistically significant differences between groups regarding re-entry shock, significant differences were found in regard to parental attachment bonds based on gender and generation status. Understanding differences in parental bonds will assist student affairs practitioners in offering ongoing programs and services that not only assist students in their transition back to their family culture, but may also make parents and families more aware of the opportunities and challenges that their students face throughout the college journey."--Abstract from author supplied metadata.
Author: Terence Hicks
Publisher: Rowman & Littlefield
ISBN: 0761871217
Category : Education
Languages : en
Pages : 160
Get Book Here
Book Description
First-Generation College Student Research Studies brings together research from a group of dynamic scholars from a variety of institutions across the United States. This extraordinary edited volume examines the first-generation college student population and analyzes topics such as college choice, social experiences, dual credit on academic success, lifestyles and health status, and professional identity/teaching practices. The empirical studies in this book contribute greatly to the research literature regarding the role that educational leaders have in educating first-generation college students.
Author: Jacob N. Sneva
Publisher:
ISBN:
Category :
Languages : en
Pages : 179
Get Book Here
Book Description
American higher education is becoming more racially and ethnically diverse and researchers have suggested that more attention should be given to better understanding the career development of college students of color. Although there is substantial research on career development and the career decision-making process, studies have overwhelmingly primarily used data collected from White participants. Thus, little research has been done on the career development of people of color and specifically, college students of color. The primary focus of this study was to explore relationships between career decision-making self-efficacy, career maturity attitudes, and racial identity attitudes of college students of color. In addition, the study explored relationships between career decision-making self-efficacy, career maturity attitudes, and various demographic and life experience variables.^A sample of 164 college students of color attending five institutions of higher education in the Western New York area was used for this study. A survey packet consisting of four separate self-report instruments was completed by each participant. This study employed a multiple correlation and regression survey research design which was used to examine relationships between variables. This study generated a number of important findings. First, strong relationships where found between career decision-making self-efficacy and career maturity attitudes for this sample. Second, career decision-making self-efficacy and career maturity attitudes were related both positively and negatively, depending upon participants' current racial identity status, to participants' racial identity attitudes.^Third, participants' age, year in college, academic major, mother's educational level, and family income were predictors of their confidence in their ability to make a career choice that would meet their preferred lifestyle. Lastly, none of the remaining demographic variables were related to either career development construct. This study also explored the implications of the findings on career counseling with students of color, student affairs and academic advising practice, and higher education policy. Overall, this study provides new and relevant information regarding the career and racial identity development of college students of color, a very limited body of scholarly literature.
Author: Tia Brown McNair
Publisher: John Wiley & Sons
ISBN: 1119119510
Category : Education
Languages : en
Pages : 215
Get Book Here
Book Description
Boost student success by reversing your perspective on college readiness The national conversation asking "Are students college-ready?" concentrates on numerous factors that are beyond higher education's control. Becoming a Student-Ready College flips the college readiness conversation to provide a new perspective on creating institutional value and facilitating student success. Instead of focusing on student preparedness for college (or lack thereof), this book asks the more pragmatic question of what are colleges and universities doing to prepare for the students who are entering their institutions? What must change in an institution's policies, practices, and culture in order to be student-ready? Clear and concise, this book is packed with insightful discussion and practical strategies for achieving your ambitious student success goals. These ideas for redesigning practices and policies provide more than food for thought—they offer a real-world framework for real institutional change. You'll learn: How educators can acknowledge their own biases and assumptions about underserved students in order to allow for change New ways to advance student learning and success How to develop and value student assets and social capital Strategies and approaches for creating a new student-focused culture of leadership at every level To truly become student-ready, educators must make difficult decisions, face the pressures of accountability, and address their preconceived notions about student success head-on. Becoming a Student-Ready College provides a reality check based on today's higher education environment.
Author: George D. Kuh
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 50
Get Book Here
Book Description
This publication¿the latest report from AAC&U¿s Liberal Education and America¿s Promise (LEAP) initiative¿defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Undergraduate populations at colleges and universities have become increasingly diverse in recent years, and one of the greatest shifts has been the steadily increasing numbers of first generation college students (FGCS), students whose parents did not attend college. Studies of FGCS have concluded that retention is less likely for FGCS than continuing generation college students (CGCS). According to the literature, FGCS are more likely to be academically under prepared, come from low income and minority backgrounds, and be less engaged in the college experience than CGCS. In exercising this attention, many colleges and universities have developed retention strategies focusing on characteristics of FGCS that might put them at risk for not completing a degree. Initially, these contrasts between FGCS and CGCS were regarded widely as deficits of the first-generation population. In recent years, however, some institutions of higher education have shifted in their approach from an "individual deficit model" focused on the shortcomings of individual students to a deeper understanding of how institutional conditions encourage or discourage students from staying in school. This evolving emphasis includes a shift in responsibility for students' college going success -- from the individual to the institution. These contrasting and evolving ideas present a complex but incomplete picture of how colleges work or do not work for first-generation college students. This study explored the characteristics and perspectives of FGCS and the institutional conditions, policies and practices affecting first year persistence at a low persisting rural four-year university. I examined three broad questions: What are the critical characteristics of FGCS who persist past their first year at the University? What implications do these characteristics have for retaining FGCS beyond the first year of college at the institution? What implications do these attributes hold for other colleges and universities seeking to retain FGCS? Confounding results were found after analyzing demographic and academic data on FGCS; although similar to other FGCS in terms of at-risk characteristics, they were out-persisting and performing their CGCS peers. In order to understand this counterintuitive finding, institutional policies and practices were explored, and focus groups were conducted investigating the perceptions of FGCS towards college persistence. The findings suggest that the restricted focus on external attributes of students fall short in explaining FGCS persistence. This study illustrates that institutions of higher education can better support first generation college students if they make available the freedom for individuals to develop naturally, learn through experience, and engage in the formation of their purpose (based on Dewey's 1938 work). It is up to leaders in institutions of higher education and researchers to extend the focus and support beyond external attributes of first generation students and include a focus on internal characteristics, providing a more complete picture of how colleges work or do not work for them.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
Get Book Here
Book Description
