Faculty And First Generation College Students Bridging The Classroom Gap Together

From the Editor 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 firstgeneration. 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.

Intersections of Marginality for First-Generation College Students examines the intersecting relationships between a student's identity as a first-generation college student (FGCS) and other identities such as race, class, LGBTQ+, and spiritual identity, among others.

This practical guide provides college and university faculty with resources for supervising and advising graduate assistants, guiding doctoral students through the dissertation process, and preparing the next generation of scholars. Exploring common situations that faculty and their graduate students encounter, this book provides the theoretical foundation and best practices for faculty to improve their advising and supervising practices. Coverage Includes: Working with part-time, online, doctoral, and masters students Supervising assistantships, fellowships, internships, practicums, and residencies Chairing dissertations and theses Preparing students for conferences and presentations

Over the past few decades universities have opened their doors to students whose parents and grandparents were historically excluded from societal participation and higher education for reasons associated with racial, ethnic, socio-economic and/or linguistic diversity. Many of these students are first generation - or first in their family to attend university. While some progress has been made in responding to the needs of these internationally underserved learners, many challenges remain. This edited book features the unique and diverse experiences of first generation students as they transition into and engage with higher education whilst exploring ways in which universities might better serve these students. With reference to culturally responsive and sustaining research methodologies undertaken in Australia, Canada, New Zealand, South Africa, the UK and the USA, the contributors critically examine how these students demonstrate resilience within university, and ways in which success and challenges are articulated. Elements that are unique to context and shared across the international higher education milieu are explored. The book is replete with diverse student voices, and compelling implications for practice and future research. The studies featured are centred on underlying theories of identity and intersectionality while valuing student voices and experiences. Throughout, the emphasis is on using strengths-based indigenous and decolonised methodologies. Through these culturally sustaining approaches, which include critical incident technique, participatory learning and action, talanoa and narrative inquiry, the book explores rich data on first generation student experiences at seven institutions in six countries across four continents.

Mental Health among Higher Education Faculty, Administrators, and Graduate Studentsaddresses how many academics who experience mental distress or mental illness are afraid to speak out because of cultural stigma and fears of career repercussions. Many academics’ reluctance to publicly disclose their struggles complicates attempts to understand their experiences through research or popular media, or to develop targeted mental health resources and institutional policies. This volume builds on the existing studies in this greatly under-researched area of mental health among faculty, administrators, and graduate students in higher education. The chapters’ research findings will help institutions communicate about mental health in culturally-competent and person-centered ways; create work environments conducive to mental well-being; and support their academic employees who have mental health challenges. This book argues that discussions of health and wellness, equity, workload expectations and productivity, and campus diversity must also cover chronic illness and disability, which include mental health and mental illness.

Winner of the 2020 Scholarly Contributions to Teaching and Learning Award from the American Sociological Association Many students struggle with the transition from high school to university life. This is especially true of first-generation college students, who are often unfamiliar with the norms and expectations of academia. College professors usually want to help, but many feel overwhelmed by the prospect of making extra time in their already hectic schedules to meet with these struggling students. 33 Simple Strategies for Faculty is a guidebook filled with practical solutions to this problem. It gives college faculty concrete exercises and tools they can use both inside and outside of the classroom to effectively bolster the academic success and wellbeing of their students. To devise these strategies, educational sociologist Lisa M. Nunn talked with a variety of first-year college students, learning what they find baffling and frustrating about their classes, as well as what they love about their professors’ teaching. Combining student perspectives with the latest research on bridging the academic achievement gap, she shows how professors can make a difference by spending as little as fifteen minutes a week helping their students acculturate to college life. Whether you are a new faculty member or a tenured professor, you are sure to find 33 Simple Strategies for Faculty to be an invaluable resource.

Despite continued growth in enrollments, graduate program attrition rates are of great concern to academic program coordinators. It is estimated that only 40 to 50 percent of students who begin Ph.D. programs complete their degrees. This book describes programs, initiatives, and interventions that lead to overall student retention and success.Written for graduate school administrators, student affairs professionals, and faculty, this book offers ways to better support today’s graduate student population, addresses the needs of today’s changing student demography and considers the challenges today’s graduate students face inside and outside of the classroom. The opening section highlights the shifting demographics and contextual factors shaping graduate education over the past 20 years, while the second describes institutional practices to develop the requisite academic and professional development necessary to succeed in master’s and doctoral programs. In conclusion, the editors curate a conversation about different ways institutions can support graduate students beyond the classroom.

Women Educators’ Experiences During COVID-19: On the Front Lines examines the gendered experiences, challenges, and rapid changes faced by women in higher education during COVID-19. The book’s chapters cover lived experiences ranging from graduate students navigating the pandemic to those grappling with balancing motherhood and the academy. Through these diverse perspectives, this edited collection explores the impact of the diversity and nuances of the feminine identity on navigating higher education during an international health crisis. Ultimately, contributors provide recommendations for best practices and suggestions for change for administrators, faculty, and policymakers to dismantle the academy as a male-dominated institution. Scholars of communication, gender studies, and higher education will find this book of particular interest.