First Gen

First-generation college students (FGCS) often have different cultural values, practices, and goals from those of students from college-going families. As they navigate college, FGCS coordinate these values, practices, and goals with those of their families, noncollege-going friends, and communities. We draw on longitudinal and cross-sectional studies of FGCS attending a public university in California to address three research questions: (1) What challenges do FGCS face in their transition to and through college?; (2) What resources do they use to surmount these challenges?; and (3) What is the association between FGCS' resources and challenges and their academic persistence and career goals? Results showed that FGCS who surmounted challenges and persisted toward graduation had emotional support from family and friends from home; developed supportive relationships with university peers, staff, and faculty; and believed that college would allow them to attain their future life and career goals.
(© 2018 Wiley Periodicals, Inc.)

The article focuses on strengths and challenges facing first-generation college students in the pursuit and degrees persist throughout law school. It mentions University of Memphis Cecil C. Humphreys School of Law has offered an alternative admissions program, called the Tennessee Institute for Pre-Law (TIP) and strengths and challenges of higher education. It also mentions TIP program replicated at law schools as the number of first-generation college students pursuing law degrees rises.

The current study examined the memorable messages first-generation college students received from their parents about family. Accordingly, first-generation college students shared parental memorable messages during in-depth, semistructured, responsive interviews that encouraged participants to share their distinct set of experiences. Four hundred and sixty-seven pages of transcripts were analyzed for emergent themes. First-generation college students’ voices revealed five memorable messages themes including (a) remembering family, (b) focusing on family, (c) counting on family, (d) not worrying about family, and (e) setting a good example. [ABSTRACT FROM AUTHOR]

First-generation college students (FGS) often straddle different cultures between school and home. Because of this cultural disparity, FGS frequently encounter barriers to academic success and require additional support resources on campus. Simply offering more financial aid does not address the cultural and emotional challenges that these students experience. The volume's coeditors draw on their own first-generation college experiences to assert the necessity of this volume to assist college and university administrators, faculty, and staff who frequently work with FGS. [ABSTRACT FROM AUTHOR]