Early Experiences and Integration in the Persistence of First-Generation College Students in STEM and Non-STEM Majors.

By Sandra L. Dika, Mark M. D’Amico. 2016

188 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/81f035226706127bfd3ffc4ebcd0a8de17f5100f

How researchers see this paper

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

In Education

1. Jillian Ives
2. Milagros Castillo-Montoya
3. Alina V. katrevich
4. Mara S. Aruguete

In Experimental and Cognitive Psychology

1. Jillian Ives
2. Milagros Castillo-Montoya

In Safety Research

1. Jillian Ives
2. Milagros Castillo-Montoya

Citations in the corpus

• First-Generation College Students as Academic Learners: A Systematic Review (2020, methodology): “In their survey based on Tinto’s (1993) persistence model, Dika and D’Amico (2016) also found that early academic performance was a significant predictor of first-generation college students’ persistence in STEM (science, technology, engineering, and mathematics).”
• Recognizing Challenges and Predicting Success in First-Generation University Students (2017, background): “Overcoming academic obstacles is crucial since first-semester grades and self-reported confidence in math both predict higher education persistence for first-generation students (Dika & D’Amico, 2016).”