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Expectations of First-Generation Students and Continuing-Generation Students: How Faculty Can Make a Difference.

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Title: Expectations of First-Generation Students and Continuing-Generation Students: How Faculty Can Make a Difference.
Authors: Brines, Julie1 (AUTHOR) JA-O-Brien@wiu.edu
Source: College Teaching. Apr-Jun2026, Vol. 74 Issue 2, p114-122. 9p.
Subject Terms: *First-generation college students, *University faculty, *Classroom environment, *Teaching methods, *School dropout prevention
Abstract: Faculty have a responsibility in how they set up and manage their classroom environment, positioning them to successfully aid in student persistence and retention. But they are often not included in university initiatives or conversations about the effect their pedagogy has on retention. They may also not see retention as part of their primary or secondary job responsibilities, assuming this is the role of student services or university administration. Good pedagogy requires faculty to create an inviting space where students can come together as a community to learn, and recognizes the unique characteristics of students in the classroom. This study examined differences between first-generation students and continuing-generation students regarding college classroom environments from data collected in late fall 2016. Implications and recommendations for practice are discussed using pedagogical content knowledge and asset-minded teaching strategies as frameworks for student success. [ABSTRACT FROM AUTHOR]
Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Expectations of First-Generation Students and Continuing-Generation Students: How Faculty Can Make a Difference.
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  Data: Faculty have a responsibility in how they set up and manage their classroom environment, positioning them to successfully aid in student persistence and retention. But they are often not included in university initiatives or conversations about the effect their pedagogy has on retention. They may also not see retention as part of their primary or secondary job responsibilities, assuming this is the role of student services or university administration. Good pedagogy requires faculty to create an inviting space where students can come together as a community to learn, and recognizes the unique characteristics of students in the classroom. This study examined differences between first-generation students and continuing-generation students regarding college classroom environments from data collected in late fall 2016. Implications and recommendations for practice are discussed using pedagogical content knowledge and asset-minded teaching strategies as frameworks for student success. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/87567555.2024.2327076
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        Text: English
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      – SubjectFull: University faculty
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      – SubjectFull: Classroom environment
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      – SubjectFull: Teaching methods
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      – SubjectFull: School dropout prevention
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              Text: Apr-Jun2026
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