The Role of Institutional Agents in Promoting Higher Education Success among First-Generation College Students at a Public Urban University

Autor/inn/en	McCallen, Leigh S.; Johnson, Helen L.
Titel	The Role of Institutional Agents in Promoting Higher Education Success among First-Generation College Students at a Public Urban University
Quelle	In: Journal of Diversity in Higher Education, 13 (2020) 4, S.320-332 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000143
Schlagwörter	Academic Achievement; First Generation College Students; Disproportionate Representation; Public Colleges; Urban Universities; Social Capital; Cultural Capital; Student Experience; College Environment; College Faculty; Teacher Influence; Social Support Groups; Resilience (Psychology); Student College Relationship; Peer Influence; Family Influence; Aspiration; New York (New York) + Suchen Sie Ihr Suchwort? Schulleistung; Sozialkapital; Studienerfahrung; Hochschulumwelt; Fakultät; Social support; Soziale Unterstützung; Streben
Abstract	Ensuring success in public higher education among underrepresented students is integral to social equity in the United States today. The current research contextualizes proximal and structural characteristics shaping the opportunities of underrepresented students by drawing on multidisciplinary theoretical frameworks to consider the influence of social capital on the success of first-generation college students in the context of a large, public urban university. We collected survey and interview data with first-generation college students enrolled at three 4-year campuses of the City University of New York to analyze the association between student outcomes and perceived social support from institutional and protective agents. Convergent qualitative and quantitative findings indicate institutional agents, specifically college faculty, play a significant role in first-generation students' college success by imparting intellectual capital and institutional resources critical to navigating the higher education environment. We discuss implications for practitioners working with first-generation college students and for institutional change to better support these students at broad-access public colleges. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01