First-Generation Issues: Learning Outcomes of the Dismissal Testimonial for Academically Dismissed Students in the Arts and Sciences

Autor/inn/en	Brost, Jennifer; Payne, Kelly
Titel	First-Generation Issues: Learning Outcomes of the Dismissal Testimonial for Academically Dismissed Students in the Arts and Sciences
Quelle	In: New Directions for Teaching and Learning, (2011) 127, S.69-79 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0633
DOI	10.1002/tl.458
Schlagwörter	First Generation College Students; Academic Achievement; Learner Engagement; Liberal Arts; Academic Probation; Academic Advising; Student Characteristics; Student Attitudes; College Environment; Academic Persistence; School Holding Power; Student Adjustment; Barriers; Student Experience; College Preparation; Interviews; Academic Failure; Dropouts; Withdrawal (Education); Dropout Research; Student Surveys; Comparative Analysis + Suchen Sie Ihr Suchwort? Schulleistung; Akademischer Rat; Schülerverhalten; Hochschulumwelt; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Studienerfahrung; Interviewing; Interviewtechnik; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Kursabbruch; Schülerbefragung
Abstract	Academic dismissal resulting from poor scholastic achievement is an unfortunate reality at American universities, and one that involves students, faculty, and academic advisers. This chapter analyzes learning outcomes of the academic dismissal process for first-generation college students (FGS) resulting from a year-long study conducted at a midwestern research university. Although this study's data are particular to this university, the research addresses widespread first-generation issues. This study deals only with students who appealed for reinstatement. The authors found that the experience of academic dismissal for FGS differs from that of non-FGS in that the FGS cited wrong course choices, inability to examine personal strengths and weaknesses, and not seeking academic help as reasons for dismissal. FGS who appealed the institution's dismissal decision indicated that if permitted to re-enroll, they would become more involved in campus and seek faculty contact; these behaviors, the authors suggest, are crucial for the students' academic success. (ERIC).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10