Mapping the Road to College: First-Generation Students' Math Track, Planning Strategies, and Context of Support. Statistical Analysis Report. Postsecondary Education Descriptive Analysis Reports.

By Laura J. Horn, L. Bobbitt. 2000

326 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0480bd86950f8c6d70c034e70c4935907680af2c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Terrell Lamont Strayhorn
2. Kevin A. Tate
3. Nicole M. Stephens
4. Hadyn K. Swecker
5. William Caperton
6. R. Moschetti
7. M. Fifolt
8. Dakota J. Kaiser

Citations in the corpus

• Postsecondary access and success for first-generation college students (2007, background): “Horn and Nunez (2000) found that taking advanced math courses in high school more than doubles the chances that first-generation students will enroll in a four-year college, which narrows, although does not eliminate, the gap in college attendance with peers whose parents went to college.”
• Factors Influencing the Academic Achievement of First-Generation College Students (2006, background): “However, they underscore the importance of academic preparation for college and represent areas to which we might direct con- siderable attention and resources in that FGs are less likely to be academically prepared for college (Horn & Bobbitt, 2000).”
• The Effects of Self-Efficacy on Academic Success of First-Generation College Sophomore Students (2010, background): “(Higher Education Act of 1965, Sec.402B[6]g1[a]) Research has indicated that these firstgeneration students experience distinct barriers in gaining access to postsecondary education and thus have difficulty remaining enrolled and attaining a degree (Horn & Nunez, 2000).”
• On the Path to College: Three Critical Tasks Facing America's Disadvantaged (2001, methodology): “Similar to Hercules’ odyssey, college enrollment requires the successful completion of critical tasks as described in recent literature (Adelman, 1999b; Berkner and Chavez, 1997; Horn and Nuñez, 2000).”
• Social Capital and Academic Motivation Among First-Generation Community College Students (2015, background): “They were at a great disadvantage regarding knowledge about the college culture when compared to White students from middleand upper-class families with college educated parents (Horn & Nuñez, 2000; Moschetti & Hudley, 2008, Nuñez & Cuccaro-Alamin, 1998).”
• The Gap between Educational Aspirations and Attainment for First-Generation College Students and the Role of Parental Involvement (2006, background): “…of college culture shock, and family/parental involvement in the collegegoing process (Billson & Terry, 1982; BrooksTerry, 1988; Brown & Burkhardt, 1999; Fallon, 1997; Horn & Nunez, 2000; Hossler, Schmit, & Vesper, 1999; Riehl, 1994; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996).”
• Comparing the Determinants of Persistence for First-Generation and Continuing-Generation Students (2005, background): “…in the most disadvantaged racial, income, and gender groups, and thereby inhabit intersecting sites of oppression that uniquely position them within this broader context of educational stratification (Choy, 2001; Horn & Nuñez, 2000; Nuñez & Cuccaro-Alamin, 1998; Warburton, Bugarin, & Nuñez, 2001).”
• First-Generation College Students (2004, unknown): “…and college First-Generation College Students Additional Evidence on College Experiences and Outcomes expectations (e.g., Berkner & Chavez, 1997; Horn & Nunez, 2000; Hossler, Schmit, & Vesper, 1999; Kojaku & Nunez, 1998; Pratt & Skaggs, 1989; Stage & Hossler, 1989; Warburton, Bugarin, & Nunez,…”
• An Exploration of First-Generation College Students’ Career Development Beliefs and Experiences (2015, background): “Although there are variations and complications in terms of defining FGCS as a population, there is evidence for consistent experiences across students who have little familial context for pursuing higher education (Horn & Nunez, 2000; Pascarella et al., 2004).”
• Feeling at Home in College: Fortifying School‐Relevant Selves to Reduce Social Class Disparities in Higher Education (2015, background): “Many workingclass students attend lower-quality, underresourced public high schools that develop fewer academic skills needed to navigate college-level coursework successfully (Choy, 2001; Horn & Nuñez, 2000; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996; Warburton et al., 2001).”