Factors Influencing the Academic Achievement of First-Generation College Students
By Terrell Lamont Strayhorn. 2006
162 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/6fd65460de7ff536c14d93a447c81777c779d665
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Ryan D. Padgett
- Susan R. Sy
- Christopher Murray
- Esau Tovar
- Amy Alpert
- Julia Boehme
- Megan P. Johnson
- Ernest T. Pascarella
Citations in the corpus
- Desafíos y Bendiciones (2012, unknown): “…familial relationships and networks (e.g., Saunders & Serna, 2004; Williams & Butler, 2010), attrition (e.g., Ishitani, 2006), cumulative academic achievement (e.g., Strayhorn, 2006), engagement (e.g., Pike & Kuh, 2005), and first-year performance (e.g., Warburton, Burgian, & Nuñez, 2001).”
- First-Generation Undergraduate Students and the Impacts of the First Year of College: Additional Evidence (2012, background): “The enrollment of first-generation students in higher education has been significantly increasing over the past decade (Strayhorn, 2006).”
- The Role of Faculty, Counselors, and Support Programs on Latino/a Community College Students’ Success and Intent to Persist (2015, methodology): “This study uses social capital as its foundation, and is guided by two college impact models as proposed by Strayhorn (2006) and Crisp and Nora (2010).”
- College faculty and inclusive instruction: Self-reported attitudes and actions pertaining to Universal Design. (2011, background): “, first generation college students, English language learners, and students of color) who are at a heightened risk of performing poorly in higher education settings (Chen, 2005; Strayhorn, 2006).”
- Parent Support and Stress among First-Generation and Continuing-Generation Female Students during the Transition to College (2011, background): “Results from several studies suggest that first-generation students are at a disadvantage compared to their continuing-generation student counterparts (Ishitani, 2006; Strayhorn, 2006; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996).”