This study examines how sense of belonging and college readiness impact first-generation college students' transition to higher education. Surveys of 28 students found that while most felt their qualities could benefit others, many disagreed their high school prepared them for college time management and planning. Students felt valued by others in the past more than in college. The study aims to understand challenges first-generation students face and how institutions can better support their belonging, readiness, and engagement. Further research is needed on how programs and practices can help first-generation students adapt to college academics and culture.

1. The Ripple Effect of
Sense of Belonging
Engaging First-Generation College Students on
Their Journey to Academic Success

2. Introduction
• The experience of first year college students has gained
significant interest as college enrollment increases and
higher education becomes more accessible. Along with
the change comes unique characteristics that reflects the
true experience of first-generation college students.
• Researchers ( Hossler & Gallagher, 1987; Hurtado,
Inkelas, Briggs & Rhee, 1997) suggest that the journey to
college comprises of the following three stages:
predisposition, preparation, and matriculation.
• Predisposition is defined as the extent to which the
student's family background and/or primary support system
influences their quest and journey to obtain a college
degree. First-generation college students usually struggle
as they balance their new roles between work, home and
school.

3. Achievement Works Shares
About
The First Generation College
http://youtu.be/DSp6tr0ugdrDeZ9nst

4. Purpose of Study
The purpose of this study explores the impact
sense of belonging and collegiate readiness has
on first generation college students as they
transition into their new role as a student.
This study will also explore the dynamics of SES
on the learning and socialization of first-generation
college students and their sense of
belonging.

5. Research Questions
To what extent does first-generation college
students experience college readiness?
To what extent is sense of belonging viewed as a
vital component to academic success among
first-generation college students?
To what extent is engagement is perceived as a
vital component of academic success among
first-generation college students?

6. I’m First
Video: First Lady Michelle Obama
http://youtu.be/RYsQp_ocMvQ

7. Literature Review
Interestingly, studies have confirmed that first-generation
college students are uniquely different (Lippincott &
German, 2007; Wang & Castaneda-Sound, 2008).
Specifically, they are often “over-looked, marginalized and
at- risk”.
The role of sense of belonging has come to the forefront as
it relates to meeting the needs of first generation students.
Others constructs refer to the “cultural fit” for under
represented groups (Gloria, et al., 2005).
Additionally, first-generation college students of lower
socioeconomic status are disadvantaged in the competition
for academic rewards because of their sociocultural
environment, that may not provide the types of cultural
capital required for success in school (Cabrera et al.,
2006).

8. Literature Review
Transition theory (Schlossberg, 1995) resonates with the
first generation college student’s experience and the
process of coping in an academic environment.
• In 1993 Vincent Tinto, argues that the concept of social and
academic integration should be given consideration.
Building on the work of Astin’s Theory of
Involvement/Attrition, Tinto argued that the responsibility
was shared and that “institutional culture” was fundamental
component of student success.
• Educational researcher, Martin suggests that first-generation
college students’ experiences is often coupled
with “cultural and emotional alienation” . Their experience
is comprised of minimal financial support from family which
can force decisions related to work and debt that
compromise the student's best intentions of persistence
and degree completion (Eitel & Martin, 2009).

9. Literature Review
According to the US Department of Education,
first generation college students are defined as
“neither parent having more than a high school
education.
Specifically, the National Center for Education
Statistics first generation students are defined as
“undergraduates whose parents never enrolled in
postsecondary education". Therefore, not
possessing or obtaining a two or four year
degree

10. Participants
28 Samples
16 Male
12 Female
17- Hispanic
2- African American/Black
9-White
Were given two assessments
Sense of Belonging Instrument- SOBI-A
Exploring your Purpose for Attending College

11. Context
Developmental 1300 course
Required by all incoming students
Community College District in Houston Area
(Texas)

12. Education 1300 – Learning
Frameworks
This course teaches concepts from the learning sciences to help
students acquire the strategies and the tenacity necessary to
succeed in college coursework, and within their future careers:
research and theory in the psychology of learning, cognition, and
motivation; factors that impact learning, and application of learning
strategies.
Theoretical models of strategic learning, cognition, and motivation
serve as the conceptual basis for the introduction of college-level
student academic strategies.
Students use assessment instruments (e.g., learning inventories) to
help them identify their own strengths and weaknesses as strategic
learners
Course instruction focuses on four main content strands: developing
and maintaining motivation for college success, developing and using
study strategies and skills, building community and connecting to
campus resources, and developing a college completion plan.

13. Quantitative Data
This research sampled to community college
courses. This developmental course is required
for all incoming students to support their smooth
transition to higher education.
Two instruments were administered
Were given two assessments
Sense of Belonging Instrument- SOBI-A
Exploring your Purpose for Attending College

14. Qualitative Data
Students participated in an exercise called Boat in the
Storm.
Exercise instructed students to recall a time where they
endured a storm and explore feelings surrounding it and
draw a picture in silence
The exercise revealed various themes:
Some the actions included: looking for a life jacket, thinking
about family, and jumping out the boat
Some of the feelings included: overwhelming, panic, fear,
Some of the descriptors included: dark, alone, windy, and
rain
One key observation, no one said they would give up!
All looked for ways and were determined to survive.

15. Samples: Boat in the
Storm

16. The Results- SOBI- A
(9 Statements)
68% of students agree that it is important that
they are valued and accepted by others
86% of students agree that in the past they have
felt valued and important to others
79% of students agree that it is important that
they fit in somewhere in the world
100% of students agree they have qualities that
can be important to others

17. The Results- SOBI- A-Continued
(9 Statements)
Students equally agree (50%) and disagree (50%) of
students that they are working on fitting in better with those
around them
68% of students agree that they want to be a part of things
going on around them
82% of students agree that it is important to them that their
thoughts and opinions are valued
79% of students agree, generally, other peope recognize
their strengths and good points
64% of students agree that they can make themselves fit in
anywhere

18. The Results
Exploring Your Purpose for Attending College Self Assessment
( 10 Statements)
57%- Students disagree they know how to
manage their time
64% of students disagree they plan ahead using
a planner or electronic calendar
54% of students agree that they set goals
regularly
75% of students agree they usually achieve their
goals
64% of students disagree that their high school
experience prepared them for college

19. The Results-Continued
Exploring Your Purpose for Attending College Self Assessment
10 Statements
• Students equally agree (50%) and disagreed (50%) that
the location and physical look of the campus influenced
their decision to attend this school.
• Students equally agree (50%) and disagreed (50%) that
the course offerings, majors, and academic reputation of
this college influenced their decision to attend this school.
• 93% of students agree that college is the next step in
achieving their professional goal
• 71% of students agree that they have strong critical
thinking skills.
• 89% of students agree that they possess necessary skills
to be a successful college student.

20. Discussion and Future
Research Research is growing in the discussions of college readiness, belonging
and engagement. Despite renewed interest more work is needed. Let’s
review our initial research questions listed below:
To what extent does first-generation college students experience college
readiness?
To what extent is sense of belonging viewed as a vital component to
academic success among first-generation college students?
To what extent is engagement is perceived as a vital component of
academic success among first-generation college students?
An overwhelming 64 % believe that their high school experience prepared
them for college (college readiness). High school preparation may lack
the developmental exposure that provides students with coping skills.
Students report that they have felt valued and respected by others in the
past (86%), but arriving to college this emotion weathered a decline
(68%). Coming from familiar environments can pose a challenge as first-generation
college students enter their new academic journey.
Students expressed a non-significant response (50% agree and 50%
disagree) to working one fitting in- engagement. Such findings suggests
that best practice development may be positively helpful .

21. Educational Leaders
Reflect
Racial and Cultural Justice
http://youtu.be/5u5cDn
VY2dY
These educational
leaders share their
journey to success and
candidly described
their experience along
the way.
First-generation college
students must quickly learn
to navigate the academic
world by finding their place,
space and voice. These
students often bridge two
cultures, not feeling a
sense of belonging in either
one (Oldfield, 2007).

22. References (10 citations)
Eitel, S. J., & Martin, J. (2009). First-generation female college students' financial literacy: Real and perceived barriers
to degree completion. College Student Journal, 43(2), 616-630.
Gloria, A.M., Castellanos, J., Lopez, A.G., & Rosales, R. (2005). An examination of academic nonpersistence
decisions of Latino undergraduates. Hispanic Journal of Behavioral Sciences, 27(2), 202–223.
Hossler, D., & Gallagher, K.S. (1987, Spring). Studying student college choices: A three-phase model and the
implications for policymakers. College and University, 207-221
Hurtado, S., Inkelas, K.K., Briggs, C., & Rhee, B. S. (1997). Differences in college access and choice among
racial/ethnic groups: Identifying continuing barriers. Research in Higher Education, 38 (1), 43-75.
Lippincott, J. A., & German, N. (2007). From blue collar to ivory tower: Counseling first-generation, working-class
students.. Alexandria, VA: American Counseling Association.
Oldfield, K. (2007). Humble and hopeful: Welcoming first-generation poor and working-class students to college. About
Campus, 11(6), 2-12.
Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995). Counseling adults in transition: Linking practice with theory
(2nd ed.). New York: Spring.
Swail, W. S., Cabrera, A. F., Lee, C., & Williams, A. (2005). Latino students and the educational pipeline. Washington,
DC: Educational Policy Institute. Retrieved November 13, 2005, from http://www.educationalpolicy.org/pdf/LatinoI.pdf.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd Edition). Chicago, IL:
University of Chicago Press
Wang, C.-C. D. and Castañeda-Sound, C. (2008), The Role of Generational Status, Self-Esteem, Academic Self-
Efficacy, and Perceived Social Support in College Students' Psychological Well-Being. Jnl of College Counseling,
11: 101–118.