Promoting completion: First-Generation students through effective educational practices

Keywords

irst-generation college students; first-year seminars; mentoring; tutoring; academic achievement; college completion

Abstract

For more than 30 years educational researchers have examined the differences between first-generation college students and students who come from families with more experience in higher education, resulting in a deficit model and deficit narrative in which first-generation students are considered to be lacking in some way, which prohibits their success in college (Billson & Terry, 1982; Choy, 2001; Chen & Carroll, 2005; Finley & McNair, 2013; Padgett, Johnson, & Pascarella, 2012). College impact models were developed as scholars and practitioners theorized that student success and outcomes were the results of student attitudes, beliefs, motivations, and prior academic performance, along with their involvement and engagement in college or the environment of college itself (Astin, 1993; Terenzini & Reason, 2005; Terenzini, Springer, Yeager, Pascarella, & Nora, 1995). Only recently have researchers explored the characteristics and outcomes of successful students, much less successful first-generation students (Demetriou, 2014; Demetriou, Meece, Eaker-Rich, & Powell, 2017; Reome, 2012). Astin (1993) developed an Input-Environment-Outcome (I-E-O) model of college impact that is still adapted and utilized by researchers today. The I-E-O model described student inputs, environment or educational variables, and outcomes that educational researchers could explore. Since then, many researchers have used or expanded upon Astin’s model

Date Created

January 2018

https://works.bepress.com/daniel-eadens/37/download/

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