First-Generation Undergraduate Students and the Impacts of the First Year of College: Additional Evidence

By Ryan D. Padgett, Megan P. Johnson, Ernest T. Pascarella. 2012

179 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/349d1a2b4cd56ea44a93379bb6c7cac63c315047

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Citations in the corpus

Talking ‘Bout My Generation: Defining “First-Generation College Students” in Higher Education Research (2018, background): “More recently, the majority of studies tend to define first-generation status as one or both parents having not graduated from college (Inkelas, Daver, Vogt, & Leonard, 2007; Ishitani, 2003, 2006; Padgett et al., 2012; Prospero & Vohra-Gupta, 2007; Wells et al., 2011).”
A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, background): “Similarly, Padgett et al. (2012) operationalized cognitive development in terms of students’ change over time in valuing learning, gains in reading and writing, critical thinking, and moral development.”
The Impact of First-Year Seminars on College Students’ Life-long Learning Orientations (2013, background): “As such, the selection of precollege and college covariates within this analyses were influenced by prior college impact studies that predicted the effects of the college experience and good practices on cognitive development (see Cruce, Wolniak, Seifert, & Pascarella, 2006; Padgett et al., 2012).”
Social Capital and Academic Motivation Among First-Generation Community College Students (2015, background): “Previous literature (Bui, 2002; Chen & Carroll, 2005; Padgett et al., 2012) has documented that college-educated parents tend to understand the culture of higher education and, therefore, often recognize the value of social capital present in the institution; these parents typically encourage their…”