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Similar to Final College Students Challenges in Academic Success_PRESENTATION_AERA_3-31
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Final College Students Challenges in Academic Success_PRESENTATION_AERA_3-31
- 1. Roundtable College Students’ Challenges in Academic Success: Thriving through Peer Mentoring Bonifacio, Alma Navarro, Giselle Ledesma, Charles Kouyoumdjian, Claudia
- 2. College Students Statistics College enrollment has increased approximately 37% in the past decade (NCES, 2013). Increase in first generation student enrollment (Carnevale & Fry, 2000) Increased rate of previously underrepresented minorities in higher education (PEW, 2013).
- 3. First Generation Students First generation students are less likely to succeed in college than traditional college students (Warburton, Bugarin, & Nunez, 2001). Less likely to: feel comfortable visiting professors live on campus be involved in school events be prepared academically and psychologically form strong relationships with other students be successfully integrate in diverse college experiences be satisfied with campus environments (Billson & Terry, 1982; Pike &Kuh, 2005; Richardson & Skinner, 1992; Riehl, 1994; Terenzini et al., 1996)
- 4. Theoretical Framework Resilience Resilience Is a dynamic process that entails an adaption to adverse experiences (Luthar & Cicchetti, 2000; Masten, 2001). Helps explain how students encounter and overcome challenges in higher education. Reflects an adaptation to both risk and protective factors (Luthar & Cicchetti, 2000). Protective factors can entail personal characteristics, such as, coping, temperament, or intellectual abilities that lead to positive developmental outcomes (Garmezy, 1983).
- 5. Literature Review Students in college encounter many challenges Financial struggles (Miller, Danner, & Staten, 2008) Academic support (Dennis, Phinney, & Chuateco, 2005) Time management (Macan, Shahani, Dipboye, & Phillips, 1990).
- 6. Literature Review Financial Struggles Financial support is one of the largest burdens for college students. 57% of students work full or part time while attending college (Broadbridge & Swanson, 2005; Furr & Elling, 2003). Students’ who work more than 20 hours Is associated with binge drinking, less sleep, and lower academic performance (Miller, Danner, and Staten, 2008). are more likely to drop out of school (Astin,1993) and report that work interferes with their academic progress (Furr and Elling, 2000; Hawkins et al., 2005). Students who adapt financial and time management skills may experience academic resilience despite the economic challenges.
- 7. Literature Review Lack of Support Lack of peer support is a stronger predictor of lower GPA and adjustment, even more than lack of family support (Dennis et al., 2005). College students rely on other students in their classes to share assignments, if this support is not available then they are less likely to perform well (Richardson & Skinner, 1992) . find the lack of peer support to be a predictor of their overall college experience (Astin, 1993).
- 8. Literature Review Time Management Time management for students is a significant predictor of cumulative GPA Britton & Tesser (1991). Control of time is a major predictor of student’s evaluation of their performance, life satisfaction, greater work, less role overload, and fewer job- induced and somatic tensions (Macan, Shahani, Dipboye, & Phillips, 1990). Proper time management is important in order to decrease stress in college students and poor academic progress (Longman & Atkinson, 1988).
- 9. Peer Mentoring Mentoring moderates some of the stressors associated with college life and helps with the positive adjustment to the new college environment in order to promote academic success (Bordes & Arrendon, 2005). Peer-mentoring increases student motivation to stay in school, critical thinking and study habits, and influences self-efficacy (Rodgers & Tremblay, 2003).
- 10. Purpose The purpose of this study is to identify challenges first- and second-generation college students participating in a peer mentoring program perceive as obstacles to their academic success and examine their sense of competence in diverse academic skills.
- 11. Method Sample Preliminary data on undergraduate students attending a university in southern California, which has a designation of a Hispanic serving institution. Participants were part of a peer mentoring program Recruitment/Sign up Peer mentors/Academic Guides Provide support, academic plans, and on-going communication Activities
- 12. Method Sample 39 women Ethnicity Latinas (64.1%) Asian (20.5%) Multiracial (12.8%) Black (2.6%). Ages 18-55 (M= 25.15, SD=6.6). Income: under $10,000 to 25,001-35,000
- 13. Method Procedure and materials Students volunteered to complete a survey Data was collected at the end of the program Questionnaire Demographics: Ethnicity, Income, Student Status, and Age Survey Challenges to academic success Academic skills
- 14. Method Materials Challenges to academic success. Measured using self-developed scale Participants rated the extent to which the following items would be a challenge to their academic success on a scale of 0=not at all to 4= a lot: Having a Job Lack of Money Family responsibilities Lack of emotional support Lack of financial aid support Having children Not having/finding a baby sitter for your children Not having a mentor Not knowing about school’s resources Not having time to do school homework Spending time with friends Spending time with aboyfriend/girlfriend
- 15. Method Materials Academic skills. Students reported on their confidence on academic skills using a self- developed scale Participants rated the extent to which the following items would be a challenge to their academic success on a scale of 0=not at all to 4= a lot: Time management Manage finances Stress Ability to handle relationships Balancing academic life, and personal life Courses Major Academic competence Academic management skills Social competence(e.g. managing friendships
- 17. Results: Challenges Mean Std. Deviation ChalJOBr 2.2632 .60109 ChalLMONEYr 2.5789 .59872 ChalFamRespr 2.3784 .59401 ChalLEmoSupr 1.7436 .78532 ChalLFinaAIDSupr 2.4615 .78961 ChalCHILDr 1.4615 .78961 ChalBabyChildr 1.4359 .82062 ChalMENTORr 1.9737 .71610 ChalKnoSCHResr 2.2051 .73196 ChalNotHWr 2.2632 .72351 ChalSpenFRIENDSr 1.6410 .58432 ChalSpenBFGFr 1.6154 .67338
- 18. Results: SKILLS
- 19. SKILLS Mean Std. Deviation ConfTimeManagr 2.0256 .48597 ConfManageFINANr 1.9231 .53235 ConSTRESSr 1.8974 .50236 ConRELATIr 2.0256 .42841 ConfBalaAcar 2.0513 .51035 ConfCOURSESr 2.0513 .51035 ConfMAJORr 2.2821 .51035 ConfAcaCOMPEr 2.0256 .48597 ConfAcaManagSKILLSr 1.9744 .42841 ConfSocCOMPEr 1.8462 .48874
- 20. Results An Independent sample t-test suggest no statistically significant differences by income or age. 1st and 2nd generation college students did not differ in the extent they perceived a variety of challenges. No statistically significant differences between first and second generation students were found, except for their competence in managing stress (t(37)=-2.469, p>.05). First generation college students reported a higher confidence level in managing stress (M=2.13, SD=.44) compared to students who identified as 2nd generation (M=1.75, SD=.51).
- 21. Discussion Higher confidence in managing stress by first generation college students may be a reflection of their resilience Some levels of adversity may lead to a capacity to better deal with challenges (Seery, Holman, & Silver, 2010), particularly when individuals have access to protective factors.
- 22. Limitations The current project presents preliminary data of students in a peer mentoring program, self- selection may explain why students did not report differences by college generational status.
- 23. Future Research Peer mentoring programs can aid students in the successful completion of an undergraduate degree, necessitating research on their impact for both first and second generation college students. Future research will examine differences between those that participated in the program and other students in the major that did not participate in the program.
- 24. Thank You
Editor's Notes
- First generation college students’ capacities to cope and ability to develop academic skills can create a positive adaptation to their new environment despite the challenges they encounter.
- These studies focus extensively on a small number of challenges, with limited discussion on how individual and social protective factors may moderate the effects of challenges college students’ experience.
- Students who do not have the skills to engage with resources may experience additional hardships as they may not be informed about how to receive financial aid or academic support.
- Students’ academic success is dependent on their self as well as outside factors that can be either financial, family, or college support services. It is imperative to understand the challenges students perceive, as college can become a stressor if these challenges are not supported and mediated (Swick, 1987).
- Participants were recruited through email, they were asked to fill out a questionnaire and in return they received credit for an activity in their peer mentoring program. Students signed up for the peer mentoring program at the beginning of the academic year, and were assigned a peer mentor. The peer mentors were graduate students or senior undergraduate students. The program provides entering and continuing students with academic and social support. Program activities provide students with a community that enhances professional development and academic success. Mentoring undergraduate students on academic course plans necessary to graduate. Program encouraged students to feel a part of the university setting by exposing them to university resources and services such as library workshops, and visits to the career and writing centers.
- Participants were recruited through email, they were asked to fill out a questionnaire and in return they received credit for an activity in their peer mentoring program.