First generation college student research paper
From: Tapp T.
Category: national heroes
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Are You a First-Generation College Student? | Accredited Schools Online
I am Toria Letirish Black and I am the first generation to attend college. I live with my mother and younger sister. My father is in prison and my mother is disable, so she is not able to work. I am the oldest child so I feel like it is my responsibility to go after my dreams so I can take care of my family. I have worked very hard in school to maintain an outstanding grade point average. I set goals and pushing myself to do things that may seem impossible but I know that I can reach each goal. Just like most students I wanted to better my education, gain more knowledge, and to provide for my future family.
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New Research on First-Generation Students
A new report from the Institute of Education Sciences compares background, educational characteristics, plans, enrollments and completion patterns of first-generation college students to those of their peers who have at least one parent that has earned at least a bachelor's degree. The report found that about 20 percent of first-generation college students obtained a four-year degree 10 years after their sophomore year of high school, compared to 42 percent of continuing-generation students. The study also confirmed some long-held assumptions about first-generation students, including that they come from lower-earning households compared to continuing-generation students.
Darren Ilett is information literacy librarian at the University of Northern Colorado, email: darren. The unspoken norms, procedures, and genres that incoming students are expected to grasp—both in higher education generally and in information literacy and academic libraries specifically—often make college an unfamiliar, confusing, and unwelcoming new world for first-generation students FGS. Yet in my work as a liaison librarian for TRIO 1 and other support programs at the University of Northern Colorado, I constantly wonder at the highly developed and varied knowledge and skills FGS bring with them from their homes, workplaces, communities, and previous education. In response to the prevalent deficit understanding of FGS, even among students themselves, I undertook a research project in which several FGS and I together uncovered and explored the ways that they work with information in their everyday lives.