“Is that paper really due today?”: differences in first-generation and traditional college students’ understandings of faculty expectations

By Peter J. Collier, D. Morgan. 2008

595 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/eddb826f402c4d5ef387a3c79c1f866b716bc844

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In Education

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Citations in the corpus

First-generation students' academic engagement and retention (2012, background): “Collier and Morgan (2008) surmised that first-generation students tended to have greater confusion over faculty’s expectations for assignments and discipline-specific academic expectations, in addition to challenges understanding and fulfilling the ‘college student role’ (441).”
First-Generation Undergraduate Students and the Impacts of the First Year of College: Additional Evidence (2012, background): “, are frequently less involved in course learning activities and experiences (Lundberg, Schreiner, Hovaguimian, & Miller, 2007), and indicate having fewer resources to aid in the demands of academic rigor (Collier & Morgan, 2008).”
Social class differences in social integration among students in higher education: a meta-analysis and recommendations for future research. (2012, background): “…to receive informational support from their parents because their parents do not usually have any personal experience of the higher education system (Bryan & Simmons, 2009, p. 398; Collier & Morgan, 2008, p. 442; Lehman, 2009, p. 638; Lynch & O’Riordan, 1998, p. 461; York-Anderson & Bowman, 1991).”
Talking ‘Bout My Generation: Defining “First-Generation College Students” in Higher Education Research (2018, background): “Other researchers (Collier & Morgan, 2008; Pike & Kuh, 2005) only referred to someone as a FGCS if neither parent earned a bachelor’s degree.”
Undergraduate STEM Achievement and Retention (2016, background): “These and other aspects of cultural capital (Collier & Morgan, 2008) are often missing for students who are the first in their family to attend college (about 20% of undergraduates at 4-year colleges, higher among under-represented minority [URM] students; Wang & Wickersham, 2014).”
Student participation in university governance: the role conceptions and sense of efficacy of student representatives on departmental committees (2009, background): “Thus, mastery of the representative role will depend on the extent to which students are able, and are helped, to understand both the explicit and implicit aspects of departmental culture and processes (Collier and Morgan 2008 ).”
First-generation students: what we ask, what we know and what it means: an international review of the state of research (2013, background): “This includes learning what lecturers expect a course assignment to look like, how to go about composing essays and how to submit course work in a timely manner (Collier & Morgan, 2008).”
Feeling at Home in College: Fortifying School‐Relevant Selves to Reduce Social Class Disparities in Higher Education (2015, background): “…families are less likely to know how to most effectively help students navigate the college experience (Barry, Hudley, Kelly, & Cho, 2009; Collier & Morgan, 2008; Sy, Fong, Carter, Boehme, & Alpert, 2011; Westbrook & Scott, 2012; York-Anderson & Bowman, 1991), colleges can facilitate…”
"They Never Told Me What to Expect, So I Didn't Know What to Do": Defining and Clarifying the Role of a Community College Student (2012, background): “In many respects, the normative expectations of the role of college student— particularly those of community college student—are ill defined (Collier & Morgan, 2008).”