Big Enough to Bother Them? When Low-Income, First-Generation Students Seek Help from Support Programs

Autor/in	Bassett, Becca Spindel
Titel	Big Enough to Bother Them? When Low-Income, First-Generation Students Seek Help from Support Programs
Quelle	In: Journal of College Student Development, 62 (2021) 1, S.19-36 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Low Income Students; First Generation College Students; Females; Late Adolescents; State Universities; Student Experience; Student Participation; Value Judgment; Program Effectiveness; Academic Support Services; Coaching (Performance); Counseling Services; Barriers; Help Seeking; Academic Achievement; Graduation Rate; Interpersonal Relationship; College Freshmen + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Halbstarker; Staatliche Universität; Studienerfahrung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Werturteil; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Schulleistung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Studienanfänger
Abstract	Low-income, first-generation students complete college at disproportionately low rates compared to their higher-income and continuing-generation peers. Actors across federal, state, and institutional levels have developed a wide variety of support programs to increase the retention and graduation rates of this group, and typically measure program impact through quantitative outcomes or onetime interviews. In contrast, few studies reveal how students experience these programs and how participation actually helps them resolve social and structural barriers to success. I conducted in-depth, longitudinal interviews with 8 female, low-income, first-generation college students over the course of their first year to understand how they experience, utilize, and find value in two different student support programs at one public, 4-year university. Participants encountered a wide range of financial, health, and academic challenges over the course of their first year. Whether they turned to programs for help depended on their help-seeking orientations and the strength of relationships they developed with program staff. One program's mandatory meetings were shown to enable more consistent relationship building than the opt-in structure of the other. This study extends our understanding of how students engage with a support program, the critical role that relationships play in supporting student success, and the need to complement support programs with structural and cultural change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01