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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Struggle Gives Birth to Solidarity: The Lived Experiences of Trans Spectrum College Students in Red States Since the 2016 U.S. Presidential Election
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Lessons From Two Experimental Studies of Multiple Measures Assessment
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Still I Aspire: Graduate Degree Aspirations for Community College Transfer Students of Color
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Disrupting Trauma Tourism in Diversity Workshops and Scholarship Essays: A Participatory Study Describing Counternarratives by Queer, Trans, and Students of Colour.
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In: University Studies Faculty Publications and Presentations (2022)
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How do students from different disciplines perceive the concept of “data”?: A visual elicitation method
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He Needs to be In a Learning Community – Learning Community, a Place of Respite and Brotherhood while Persisting in College
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In: Journal of College Access (2022)
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Cape Verdean Students’ Perceptions of their English Language Preparation for Higher Education in the US
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In: Master’s Theses and Projects (2021)
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Lolita in the Contemporary American Classroom: Pedagogical and Learning Approaches
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In: Master’s Theses and Projects (2021)
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Quality of Life Differences: First-Generation and Generational College Students at Baylor University
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How Guided Pathways Reforms Can Improve Support for Adult Students: Lessons From Three Tennessee Community Colleges
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Towards an Assessment for Social Justice: A Study of Class-Based Fairness in the Assessment of Working-Class Student’ Learning in Higher Education Courses
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Opinion Writing of Native Spanish and Native English Speakers in College Developmental Education Courses
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Caring Campus: An Initiative to Involve Community College Staff in Increasing Student Success
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The Overlooked Working Majority: Supporting Working Adult Learners at California Community Colleges with Intentionality
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英語課後輔導計畫對小學生英語學習及大學生輔導員之成效研究 ; Effectiveness of an Afterschool English Tutoring Program for Elementary School Students and College Tutors
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Suicide Prevention Among College Students Before and During the COVID-19 Pandemic: Protocol for a Systematic Review and Meta-analysis
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In: Publisher (2021)
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First-Generation Women Students’ Perceptions of Support While Enrolled in Higher Education Institutions: A Phenomenological Study
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In: Electronic Theses and Dissertations (2021)
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Abstract:
This phenomenological study used qualitative research methods to explore the perceptions of support first-generation women students enrolled in college have. Eleven first-generation women students who were enrolled in undergraduate and graduate programs across the United States completed one-on-one interviews with the researcher. The participants explained the support they felt from family, friends, and members of their college or university, as well as areas where further support could be given. In these interviews, key themes emerged, such as the roles of mentorship and emotional support, the need for financial assistance, the role of family in support and providing cultural capital, the roles of intersectional factors such as race and motherhood, and the offering of support during a crisis, particularly the COVID-19 pandemic. The findings from this study can be used to further institutional practice of guiding and supporting first-generation women students.
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Keyword:
Educational Leadership; first-generation college students; Higher Education; support; women
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URL: https://dc.etsu.edu/etd/3877 https://dc.etsu.edu/cgi/viewcontent.cgi?article=5372&context=etd
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An Exploration of Self-Determination of First-Generation College Students: A Phenomenological Study
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In: Doctoral Dissertations and Projects (2021)
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College Students' Experiences of Race-Related Bias or Hatred in Their Lifetimes and COVID-19 Era
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In: Health Policy and Community Health Faculty Publications (2021)
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