Available research discusses the first-generation undergraduate experience, graduate students' sense of belonging, and first-generation graduate students, but little research shows the themes that impact a first-generation graduate student's sense of belonging. Understanding the first-generation graduate students' experience as a marginalized…

The study examined first-generation Latinas' experience in higher education, specifically those involved in Latina sororities. Research has documented the many obstacles first-generation Latina students experience, which provides higher education the opportunity to address the concerns and improve academic achievement. However, more research needs…

The purpose of this quantitative study was to determine how well the use of transparent assignment design, based on the Transparency in Learning and Teaching (TILT) framework, worked in introductory special education courses for preservice teachers at a public comprehensive university located in a rural area of the southeastern United States. In…

This narrative research study explored the lived experiences of first-generation Black men who joined a Black Greek letter organization (BGLO) as an undergraduate student and graduated from a predominately White institution (PWI). In particular, this study focused on their lived experiences with finding a sense of belonging; and how their…

This study examined the lived experiences of first generation college students at a women's college and how their social identities contribute to their perceived sense of belonging on campus. Strayhorn's (2012) Model of a Sense of Belonging was used as a theoretical framework for the study. Semi-structured interviews were conducted with seven…

This qualitative case study explored if and how a first-generation focused student success program fostered sense of belonging amongst first-generation college students. Utilizing the theoretical framework of sense of belonging (Strayhorn, 2012), the following research questions guided this study: (1) How do first-generation students experience a…

First-generation college students are associated with lower educational outcomes leading to decreased career aspirations. Student engagement has been linked to positive college retention outcomes. The present study surveyed 6,421 technical and two-year college students, who were in their first term of college, to determine if there are differences…

Academic advising has been identified as a key strategy in helping students to persist and complete their academic goals. This exploratory case study investigated student perceptions of advising, particularly low-income and first-generation students participating in a TRIO Student Support Services program at a midsize midwestern community college.…

Research shows that first-generation college students are less likely to be retained from their first to second year, and struggle with sense of belonging, comfort with faculty, and the establishment of a positive first-generation student identity. This qualitative case study evaluated the effects of a residential living learning community with a…

This study sought to understand how underrepresented racially minoritized and first-generation college students experienced and made sense of the challenges from taking introductory sciences courses in their first year at a small liberal arts college. Metacognition was the theoretical framework in consideration due to its non-disciplinarity and…

Despite the increase in enrollment of first-generation college students at four-year institutions, this student population was more than twice as likely to drop out before their sophomore year compared to their non-first-generation peers. Specifically, a subgroup of first-generation college students that has been identified as greatly…

To capture the essence of the sense of belonging for first-generation students (FGS) within an academic unit of study in higher education, this qualitative inquiry used portraiture to provide answers to four research questions. Q1: How do FGS make meaning of belongingness in an academic unit? Q2: How do FGS describe the academic unit's climate…

Black and Latino men are attending college at rates that are greater than ever before. However, success for these students, as measured by graduation rates, has not increased with greater access. Black and Latino men face greater barriers to their success than do White and Asian men. The ethnic disparity seen in graduation rates extends to gender…