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Promoting Success for First-Generation Students of Color: The Importance of Academic, Transitional Adjustment, and Mental Health Supports

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Title: Promoting Success for First-Generation Students of Color: The Importance of Academic, Transitional Adjustment, and Mental Health Supports
Language: English
Authors: Schuyler, Sophie W., Childs, Jonique R., Poynton, Timothy A.
Source: Journal of College Access. Aug 2021 6(1):12-25.
Availability: Journal of College Access. 1903 W. Michigan Avenue, Kalamazoo, MI 49008. Web site: http://scholarworks.wmich.edu/jca/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2021
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: First Generation College Students, Minority Group Students, Student Adjustment, Mental Health, Academic Support Services, Student Personnel Services, School Holding Power, Literature Reviews
ISSN: 2333-715X
Abstract: Nearly 1 in 3 college students (30%) are first-generation students of color (FGSOC), possessing the intersectional identity of being both a first-generation college student and a racial minority. FGSOC face increased psychological and social difficulties in college when compared to students in other groups, resulting from cultural differences, lack of academic preparedness, stigma surrounding socioeconomic status, racial discrimination, and marginalization. This article summarizes peer-reviewed literature related to three types of supports that can improve the college experience and promote the academic success of FGSOC: academic supports, transitional adjustment supports, and mental health supports. The reviewed literature is framed by a social justice perspective. Implications for future research, policy, and practice by educators, administrators, and staff working with this population of students are discussed.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1313619
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Promoting Success for First-Generation Students of Color: The Importance of Academic, Transitional Adjustment, and Mental Health Supports
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+College+Access%22"><i>Journal of College Access</i></searchLink>. Aug 2021 6(1):12-25.
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  Data: Journal of College Access. 1903 W. Michigan Avenue, Kalamazoo, MI 49008. Web site: http://scholarworks.wmich.edu/jca/
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  Data: <searchLink fieldCode="DE" term="%22First+Generation+College+Students%22">First Generation College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Support+Services%22">Academic Support Services</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Personnel+Services%22">Student Personnel Services</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink>
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  Data: Nearly 1 in 3 college students (30%) are first-generation students of color (FGSOC), possessing the intersectional identity of being both a first-generation college student and a racial minority. FGSOC face increased psychological and social difficulties in college when compared to students in other groups, resulting from cultural differences, lack of academic preparedness, stigma surrounding socioeconomic status, racial discrimination, and marginalization. This article summarizes peer-reviewed literature related to three types of supports that can improve the college experience and promote the academic success of FGSOC: academic supports, transitional adjustment supports, and mental health supports. The reviewed literature is framed by a social justice perspective. Implications for future research, policy, and practice by educators, administrators, and staff working with this population of students are discussed.
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Student Adjustment
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