Are College Faculty and First-Generation, Low-Income Students Ready for Each Other?
Are College Faculty and First-Generation, Low-Income Students Ready for Each Other?
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大学教师和第一代低收入学生准备好迎接彼此了吗？
DOI：
10.1177/1521025115584748
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Maris Thompson
中科院分区：
文献类型：
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作者：
Alfred R. Schademan;Maris Thompson
利用目前的研究大学准备以及文化代理人的作用作为一个概念框架，本定性研究调查学生和教师的信念准备和教学实践，让教师有效地作为第一代，低收入学生的文化代理人。研究得出的三项主要结论如下：（a）教师对学生准备程度的信念影响教师作为FGLI学生的文化代理人的程度，（B）作为文化代理人的教师制定特定的实践和倾向，使学生能够在学术上做好更多的准备，及（c）FGLI学生进入大学时，需要不同形式的培养和支持。这项研究的一个关键意义是，大学应该承担更大的责任，支持教师和其他校园文化代理人在培养FGLI学生的成功。
Utilizing current research on college readiness as well as the role of cultural agents as a conceptual framework, this qualitative study investigates student and faculty beliefs about readiness and the pedagogical practices that allow instructors to effectively serve as cultural agents for first-generation, low-income students. Three major findings that emerged from the study are as follows: (a) faculty beliefs about student readiness impact the degree to which faculty serve as cultural agents for FGLI students, (b) faculty who serve as cultural agents enact particular practices and dispositions that enable students to become more academically prepared, and (c) FGLI students arrive at college with diverse forms of readiness that require varying forms of nurturing and support. A key implication of the study is that colleges should bear a greater responsibility in supporting faculty and other campus cultural agents in nurturing the success of FGLI students.
DOI：
10.1002/9780470753460.ch42
发表时间：
2005
期刊：
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影响因子：
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作者：
B. Webber
通讯作者：
B. Webber