ERIC Review: What Community Colleges Should Do to Assist First-Generation Students

By P. McConnell. 2000

86 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e0a579c456cb1ccc72f8d0e89367d44aea77c32b

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. Susan R. Sy
2. Shetal Vohra-Gupta
3. Mark Rubin
4. Amy Alpert
5. Julia Boehme
6. C. Hudley
7. M. Próspero
8. Kristen E. Fong

In Social Psychology

1. Shetal Vohra-Gupta
2. Mark Rubin
3. C. Hudley
4. M. Próspero
5. R. Moschetti

Citations in the corpus

• First Generation College Students: Motivation, Integration, and Academic Achievement (2007, background): “Examples of recommended changes may include the development of institutional programs that are inclusive to first-generational students, as well as training faculty to use teaching methods that promote autonomous learning (Astin, 1993; Cross, 1998; McConnell, 2000; Valas & Sovik, 1993).”
• Parent Support and Stress among First-Generation and Continuing-Generation Female Students during the Transition to College (2011, background): “For example, McConnell (2000) found that first-generation students perceived their parents as being less supportive and encouraging of their college pursuits compared to their continuing-generation peers.”
• Social Capital and Academic Motivation Among First-Generation Community College Students (2015, background): “…than their more affluent peers to make a successful transition to college, yet these students may have difficulty locating assistance once they arrive at college because they lack the social capital that would give them a network in the new environment (McConnell, 2000; Padgett et al., 2012).”
• Social class differences in social integration among students in higher education: a meta-analysis and recommendations for future research. (2012, background): “Hence, working-class students may be less integrated than middle-class students because they live at home with their family rather than in shared accommodation with other students, and this situation limits their opportunity for social integration (e.g., McConnell, 2000, p. 80).”