Negotiating multiple identities within multiple frames: an analysis of first‐generation college students

By Mark P. Orbe. 2004

261 citations recorded by the source corpus.

Subfields: Communication, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f18264920d485d4293113072eba0e0f8bf61c595

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In Social Psychology

Citations in the corpus

The Experience of Low-SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social-Class Inequality (2017, background): “In addition, as low-SES students are in the minority in higher education (Alon, 2009; Hearn & Rosinger, 2014), their underrepresented identity is likely to be quite often salient to them, regularly reminding them of their differences from others (Orbe, 2004; see also Martin, 2015).”
Stress, Coping, and Perceived Academic Goal Progress in First-Generation College Students: The Role of Institutional Supports (2017, background): “…qualitative research has shown that students of color, women, and economically marginalized first-generation students report greater awareness of their status as first-generation students compared to their White, male, and more economically privileged first-generation student peers (Orbe, 2004).”
A Critical Cultural Wealth Model of First-Generation and Economically Marginalized College Students’ Academic and Career Development (2020, background): “For example, first-generation students have described developing awareness of their social class positionality as critical to their college success (Orbe, 2004).”
Understanding the Memorable Messages First-Generation College Students Receive from On-Campus Mentors (2012, background): “The competing discourses in the present study reflect the contradictions that have emerged in other memorable messages studies (Ellis & Smith, 2004; Medved et al., 2006) as well as FGC student studies (Orbe, 2004, 2008).”
Social class differences in social integration among students in higher education: a meta-analysis and recommendations for future research. (2012, methodology): “Following distinctiveness theory (McGuire, 1984), this minority group status may increase the salience of their working-class identity (Aries & Seider, 2005; Orbe, 2004, p. 144) and lead to increased anxiety during interactions between middle-class and working-class students.”
Perceptions of Multiple Identities Among Black College Students (2009, background): “…2000; Stewart, 2008), Asian Pacific Americans (Kawaguchi, 2003; L. S. Kim, 2003), White students (Denevi, 2004), firstgeneration college students (Orbe, 2004), across race/ethnicity and sexual orientation (C. A. Parks, Hughes, & Matthews, 2004), and for lesbian and gay students (Abes et al.,…”