Resources for 1st Gen Students
Every Student Has a Story
Publication Date: 2016-09-08
EVERY STUDENT HAS A STORY Personal Narratives from First-Generation College Students This book is a compilation of essays about what it's like being the first person in your family to go to college.
First in the Family: Your College Years
Publication Date: 2006-10-01
A companion to First in the Family: Your High School Years, this next-step guidebook straight from their peers tells first-generation college students how to stay in college and graduate.
Giants among Us
Publication Date: 2001-02-08
How do children from undereducated and impoverished backgrounds get to college? What are the influences that lead them to overcome their socioeconomic disadvantages and sometimes the disapproval of families and friends to succeed in college? These are the basic questions Sandria Rodriguez posed to seventeen first-generation college graduates, and their compelling life stories make important contributions to what little is known about this phenomenon.
First-Gen Con 2020 - March 20, 2020
The Marriott Library, in partnership with many groups on campus, is hosting a one-day conference to give you an opportunity to connect with other first-generation students; to share stories about the first-generation experience with our faculty; to learn about campus resources, services, and spaces; to meet first-generation faculty members and hear their stories; and to strategize how we can work together to build a strong community of support for all first-generation students at the U.
American Indian Resource Center (AIRC)
The AIRC is a “home-away-from-home" for American Indian and Alaskan Natives (AI/NA) at the University of Utah that works to increase AI/NA student success through advocacy, culturally sensitive academic student-centered programming, cultural events, outreach and social events that enhance academic, cultural and personal growth and well-being.
Center for Child Care and Family Resources
Our mission is to support and coordinate information, program development and services that enhance family resources as well as the availability, affordability and quality of child care for University students, faculty and staff.
Center for Disability & Access
The Center for Disability & Access is the designated office at the University of Utah which evaluates disability documentation, determines eligibility, and implements reasonable accommodations for enrolled students as guided by Section 504 of the Rehabilitation Act, the Americans with Disabilities Act, and University policy.
Center for Ethnic Student Affarirs
First Year Diversity Scholars
Second Year Experience
Leaders of Resilience, Diversity and Excellence (LORDE) Scholars
Transfer Diversity Scholars
Center for Student Wellness
Everyone’s wellness journey is unique. As we explore our own personal wellness, it’s important to remember that being well looks different for everyone and that these dimensions of wellness are interconnected, active and dynamic. Recognizing areas of our wellness that are thriving and those that may need additional support can help us seek the resources we need and take positive steps to become more well.
Student Success Advocates
Supporting you in creating your success here at the University of Utah is the most important thing we do. We know that your situation is unique, so we take time to work closely with you to learn about your particular needs, aspirations, and goals.
TRIO federal programs includes eight programs targeted to serve and assist low-income individuals, first-generation college students, and individuals with disabilities to progress through the academic pipeline from middle school to post-baccalaureate programs.
Women's Resource Center
The Women’s Resource Center (WRC) at the University of Utah serves as the central resource for educational and support services for women. Honoring the complexities of women’s identities, the WRC facilitates choices and changes through programs, counseling, and training grounded in a commitment to advance social justice and equality.
Resources for Faculty & Staff
33 Simple Strategies for Faculty : A Week-By-Week Resource for Teaching First-Year and First-Generation Students
Publication Date: 2018
"33 Simple Strategies is designed to offer university faculty simple and straightforward ways they can interact with students both during class time and during office hours that will help mediate some of first-year students' most stressful challenges. The suggested strategies require just 5-15 minutes a week. Every suggestion is rooted in first-year students' own voices, gathered during research at one four-year private and one four-year public institution."
Closing the Opportunity Gap
Publication Date: 2016-03-08
This book offers a novel and proven approach to the retention and success of underrepresented students. It advocates a strategic approach through which an institution sets clear goals and metrics and integrates the identity support work of cultural / diversity centers with skill building through cohort activities, enabling students to successfully navigate college, graduate on time and transition to the world of work.
Publication Date: 2006-06-09
Ethnicity Matters - Rethinking How Black, Hispanic, and Indian Students Prepare for and Succeed in College focuses on four model programs that are highly effective in preparing students from underrepresented groups for college and in supporting these students through baccalaureate degree completion. The four model programs serve students from those ethnic groups that face the most serious problems of underrepresentation in American higher education - African Americans, Latinos, and American Indians. What sets these four programs apart from most other minority college recruitment and retention efforts is that they are built on this premise: Ethnic identity plays an empowering role in educational achievement.
First-Generation College Student Research Studies
Publication Date: 2019-07-15
First-Generation College Student Research Studies brings together research from a group of dynamic scholars from a variety of institutions across the United States. This extraordinary edited volume examines the first-generation college student population and analyzes topics such as college choice, social experiences, dual credit on academic success, lifestyles and health status, and professional identity/teaching practices. The empirical studies in this book contribute greatly to the research literature regarding the role that educational leaders have in educating first-generation college students.
First-Generation College Students
Publication Date: 2012-05-25
First-Generation College Students offers academic leaders and student affairs professionals a guide for understanding the special challenges and common barriers these students face and provides the necessary strategies for helping them transition through and graduate from their chosen institutions. Based in solid research, the authors describe best practices and include suggestions and techniques that can help leaders design and implement effective curricula, out-of-class learning experiences, and student support services, as well as develop strategic plans that address issues sure to arise in the future.
Higher Education and First-Generation Students
Publication Date: 2011-01-19
Offers readers a rich understanding of the experience of students who are first in their family to attend college. This book is a theoretically informed study of the lived experience of FG students and draws on their voices to demonstrate how their insights interface with what we, as educators, think we know about them.
Student Engagement in Higher Education
Publication Date: 2008-08-26
Student Engagement in Higher Education is an important volume that fills a longstanding void in the higher education and student affairs literature. The editors and authors make clear that diverse populations of students experience college differently and encounter group-specific barriers to success. Informed by relevant theories, each chapter focuses on a different population for whom research confirms that engagement and connectivity to the college experience are problematic, including: low-income students, racial/ethnic minorities, students with disabilities, LGBT students, and several others. The forward-thinking practical ideas offered throughout the book are based on the 41 contributors' more than 540 cumulative years of full-time work experience in various capacities at two-year and four-year institutions of higher education. Faculty and administrators will undoubtedly find this book complete with fresh strategies to reverse problematic engagement trends among various college student populations.
Teaching the New Library to Today's Users
Publication Date: 2000-01-01
A discussion of the background and strategies librarians need to address the learning needs of the new library's diverse users. Each chapter is written by a librarian who has hands-on experience teaching the population about which they write.
Avoiding the manufacture of ‘sameness’: first-in-family students, cultural capital and the higher educationenvironment
Drawing upon Bourdieu’s theories of social and cultural capital, a number of studies of the higher education environment have indicated that students who are first-in-family to come to university may lack the necessary capitals to enact success. To address this issue, university transition strategies often have the primary objective of ‘filling students up’ with legitimate forms of cultural capital required by the institution. However, this article argues that such an approach is fundamentally flawed, as students can be either framed as deficit or replete in capitals depending on how their particular background and capabilities are perceived. Drawing on interviews conducted with first-in-family students,this article explores how one cohort considered their movement into university and how they enacted success within this environment. Utilizing Yosso’s Community Cultural Wealth framework, this article discusses how these individuals drew upon existing and established capital reserves in this transition to higher education.
Center for First Generation Success
Dedicated first-generation research allows for evidence-based decision-making that is critical to student success. This section highlights both foundational research and recent scholarship that informs understanding of the student experience, institutional approaches to programming, and identification of supports and barriers for first-generation students. Timely updates on public policy discussions shaping first-generation student success are also provided.
Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students’ Academic Performance and All Students’ College Transition
College students who do not have parents with 4-year degrees (first-generation students) earn lower grades and encounter more obstacles to success than do students who have at least one parent with a 4-year degree (continuing-generation students). In the study reported here, we tested a novel intervention designed to reduce this social-class achievement gap with a randomized controlled trial (N = 168). Using senior college students’ real-life stories, we conducted a difference-education intervention with incoming students about how their diverse backgrounds can shape what they experience in college. Compared with a standard intervention that provided similar stories of college adjustment without highlighting students’ different backgrounds, the difference-education intervention eliminated the social-class achievement gap by increasing first-generation students’ tendency to seek out college resources (e.g., meeting with professors) and, in turn, improving their end-of-year grade point averages. The difference-education intervention also improved the college transition for all students on numerous psychosocial outcomes (e.g., mental health and engagement).
The False Choice between Race and Class and Other Affirmative Action Myths
This article refutes the widely held assumption that affirmative action is appropriate either to support only racial and ethnic minorities or to support only low-income students, but that it cannot or should not support both. Pruitt argues that we need not make such a choice and that we should aspire to socioeconomically diversify higher education institutions — including the most elite sector — with low-income students of all colors.
“Is that paper really due today?”: differences in first-generation and traditional college students’ understandings of faculty expectations
Success in college is not simply a matter of students demonstrating academic ability. In addition, students must master the “college student” role in order to understand instructors’ expectations and apply their academic skills effectively to those expectations. This article uses data from focus groups to examine the fit between university faculty members’ expectations and students’ understanding of those expectations. Parallel discussions among groups of faculty and groups of students highlight important differences regarding issues of time management and specific aspects of coursework. We find definite incongruities between faculty and student perspectives and identify differences between traditional and first-generation college students. We argue that variations in cultural capital, based on parents’ educational experiences, correspond to important differences in each group’s mastery of the student role and, thus, their ability to respond to faculty expectations. The conclusion discusses the theoretical and practical implications of considering role mastery a form of cultural capital.
Unseen Disadvantage: How American Universities’ Focus on Independence Undermines theAcademic Performance of First-Generation College Students
American universities increasingly admit first-generation college students whose parents do not have 4-yeardegrees. Once admitted, these students tend to struggle academically, compared with continuing-generation students—students who have at least one parent with a 4-year degree. The authors propose a cultural mismatch theory that identifies one important source of this social class achievement gap.
Whose culture has capital? A critical race theory discussion of community cultural wealth
This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged. Various forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. This CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice.
Center for Teaching & Learning Excellence
The Center for Teaching & Learning Excellence provides a variety of services to all University of Utah instructors with an emphasis on best pedagogical practices and strategies for teaching in higher education.
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