First Generation College Students Advisor Training September 29, 2016

Definition The term ‘‘first-generation college student’’ means— (A) An individual both of whose parents did not complete a baccalaureate degree; or (B) In the case of any individual who regularly resided with and received support from only one parent, an individual whose only such parent did not complete a baccalaureate degree. Higher Education Act of 1965, 1998 Higher Education Act Amendments

What is it that we hear that people say about “first generation college students?”

What is it that we hear from “first generation college students” how they view themselves? We’re the First!

Reframing the First Generation Narrative Overview of Session Framing the discussion (From deficits to assets-approach) Data dimensions Effective advising strategies Initiatives and Resources at CSU Reframing the First Generation Narrative

Typical of Research… Research on first-generation students as they graduate from high school and enroll in higher education institutions (Ishitani, 2003; Lohfink and Paulsen, 2005; Ting, 1998; Warburton, Bugarin, and Nunez, 2001) Tend to be from low income backgrounds Tend to be members or racial/ethnic minority groups, particularly Hispanic or African American Are more likely to be female than male Tend to have lower college entrance examination scores Tend to be less academically prepared for college Perceive that they are lacking support from their family and friends at home At a disadvantage even before starting college

Additional Studies… Chen, 2005; London, 1989, 1992; Pascarella, Pierson, Wolniak, and Terenzini, 2004; Richardson and Skinner, 1992; Somers et al., 2004) found: They have lower first semester and first-year GPA than their peers More likely to drop out during the first year More likely to attend classes part-time and work full-time More likely to leave without a degree Experience more difficulties with their cultural transitions At a disadvantage when they are enrolled in college

Predominance of Deficit Approach “Underprepared” and “at-risk:” Language of “repairment” “Deficit Frame” [Let’s be honest, we do it too!] Castro, E.L. (2014) Bensimon, E. (2005) If this is how we frame their narrative, then we are not honoring or serving our students well.

Focus of this Session We can better support our students by changing their narrative by focusing on their assets.

Maximizing Assets Research Resilience Societal contribution Self-authorship Pizzolato, J. E. (2003) Olive, T. (2009) Stephens, N.M., Frybery, S. A., Markus, H. R., Johnson, C. S., Covarrubias, R. (2012)

Maximizing Assets Higher levels of self-authorship, resilience, and desire to contribute to society can be harnessed for positive impact in the collegiate learning environment.

Parent and Family Assets Families can serve as one of students’ most important assets—offering cultural connections, emotional support, and expectations to facilitate students’ success. Kiyama, J.M. et. al (2015). Parent and Family Engagement in Higher Education. ASHE Higher Education Report.

Who are the First Generation Students? Colorado State University Percentage of New Freshmen Who Are First Generation, Fall 2014 CSU Institutional Research

First Generation Student Enrollment, Percent by College (Undergraduates, Fall 2015) University average = 25.7%

Graduation Gap for First Generation Students (6-year graduation) CSU Institutional Research

Associations with Student Success First generation status is negatively associated with retention and graduation after controlling for other demographics 36% lower odds of being retained 30% lower odds of graduating in six years CSU Institutional Research

Family Income Graduation Gap High-scoring college students are more likely to graduate if they’re from well-off families – and the gap is even greater for lower-scoring students New York Times article: “Who Gets to Graduate” by Paul Tough Retrieved 5/22/14 from: http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html?ref=magazine

…Ability turns out to be a relatively minor factor behind this [graduation outcome] divide. If you compare college students with the same standardized-test scores who come for different family backgrounds, you find that their educational outcomes reflect their parents’ income, not their test scores. New York Times article: “Who Gets to Graduate” by Paul Tough Retrieved 5/22/14 from: http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html?ref=magazine

When a similar analysis was conducted on our campus, once we control for ability (index scores), we find a significant difference in graduation rates that were based on first generation status. Institutional Research Study

Examples of Research Insights Importance of research: Confirm about what we are doing Provide strategies / concepts that we have not thought of Use research to inform the campus Use research to inform our practice Examples – New ways to talk to people New insights New ways to describe what and why we do what we do Our responsibility is to engage others in helping our students better Need to move away from being internally focused

Subjective Student Perceptions that Impact Performance Reframing adversity Perceptions of faculty Stereotype threat

Stereotype Threat Stereotype threat describes the experience of “being at risk of confirming, as self-characteristic, a negative stereotype of one’s group” (Steel & Aronson, 1995). As long as a negative stereotype exists for a particular group and this negative stereotype is present in a given social setting, that group’s members will likely feel a measure of anxiety which can prevent them from performing at their optimal level.

Stereotype Threat Encouraging self-affirmation, emphasizing high standards with assurances of capability, and providing external attributions for difficulty can increase academic performance in the learning environment.

Putting it into Practice As you reflect on the presentation, pick one research insight that stood out for you. How will it inform or influence you and your professional work?

Effective Advising Strategies Relationship that is developed between the advisor and student is key (interpreter and mentor). Take the initiative to reach out to students to provide advice, support, referral, and assistance, rather than waiting for students to seek help. Become an active part of the student's life helps students to stay motivated and encourages students to be more responsible for their academic performance. Demonstrate an active concern for students’ academic progress and a willingness to assist students to understand and utilize programs and services that can increase the likelihood for their success.

Initiatives and Resources First Generation Award I’m First (imfirst.org) Access programs Support services programs Community for Excellence (C4E) Key Learning Communities Cultural Centers (SDPS) First Generation University Initiative

First Generation Scholarships CSU: Birthplace of First Generation Scholarships http://source.colostate.edu/csu-birthplace-of-first-generation-scholarships/

How will you reframe the first generation narrative?