Different Institutions and Different Values: Exploring First-Generation Student Fit at 2-Year Colleges.
Different Institutions and Different Values: Exploring First-Generation Student Fit at 2-Year Colleges.
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DOI：
10.3389/fpsyg.2018.00502
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发表时间：
2018
影响因子：
3.8
通讯作者：
Harackiewicz JM
中科院分区：
文献类型：
--
作者：
Tibbetts Y;Priniski SJ;Hecht CA;Borman GD;Harackiewicz JM
第一代(FG)大学生(父母双方都没有四年制学位的学生)在试图获得大专学位时面临着许多挑战。他们更有可能来自工人阶级背景或贫困家庭，上的是质量较低的高中，而不是从成功走上高等教育道路的父母的指导中受益。FG大学生也在为归属感或“适应”担忧而斗争，因为他们自己的价值观与高等教育机构隐含的价值观之间存在着不匹配的感觉。具体地说，先前的研究表明，FG大学生面临着一个看不见的劣势，这可以归因于这样一个事实，即反映在美国高等教育机构中的中产阶级独立规范可能会被许多FG学生视为威胁，他们已经被社会化，拥有更多相互依赖的价值观，这些价值观通常在工人阶级人口中得到拥护。本研究在两年制大学这一研究较少的背景下考察了这一理论(文化错配理论)，并测试了价值观肯定干预(即，在解决身份威胁和归属感方面显示出希望的干预)是否对这些两年制大学的FG大学生有效。通过在价值观肯定干预措施的创建中考虑文化错配理论的原则，我们能够改变干预的不同方面，以检验其有效性如何取决于所感知的文化错配的性质和程度。对两年制院校师生的调查结果表明，与传统的四年制院校相比，两年制院校的常模和FG学生的学习动机可能有所不同。也就是说，FG学生的动机可能与两年制大学的文化背景更一致(因此不那么不匹配)，与四年制大学的FG学生相比，这可能会导致较少的归属感。这可能会对价值观肯定干预的有效性产生影响，并有助于解释为什么在当前样本中，FG学生在反思自己相互依存的价值观时，会感觉更匹配他们的大学。
First-generation (FG) college students (students for whom neither parent has a 4-year degree) face a number of challenges as they attempt to obtain a post-secondary degree. They are more likely to come from working-class backgrounds or poverty and attend lower quality high schools while not benefiting from the guidance of a parent who successfully navigated the path to higher education. FG college students also contend with belonging or “fitting in” concerns due a perceived mismatch between their own values and the values implicit in institutions of higher education. Specifically, prior research has demonstrated that FG college students face an unseen disadvantage that can be attributed to the fact that middle-class norms of independence reflected in American institutions of higher education can be experienced as threatening by many FG students who have been socialized with more interdependent values commonly espoused in working-class populations. The present research examines this theory (cultural mismatch theory) in the understudied context of 2-year colleges and tests if a values-affirmation intervention (i.e., an intervention that has shown promise in addressing identity threats and belonging concerns) can be effective for FG college students at these 2-year campuses. By considering the tenets of cultural mismatch theory in the creation of the values-affirmation interventions we were able to vary different aspects of the intervention in order to examine how its effectiveness may depend on the nature and magnitude of a perceived cultural mismatch. Results from surveying faculty and students at 2-year colleges indicated that compared to traditional 4-year institutions, the norms of 2-year colleges and the motivations of FG students may be different. That is, FG student motives may be more consistent (and thus less mismatched) with the cultural context of 2-year colleges which could result in fewer belonging concerns when compared to FG students at 4-year institutions. This may carry implications for the efficacy of values-affirmation interventions and could help explicate why FG students in the current sample perceived a greater match with their college when they reflected on their interdependent values.
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影响因子：
7.6
作者：
Harackiewicz, Judith M.;Canning, Elizabeth A.;Hyde, Janet S.
通讯作者：
Hyde, Janet S.
影响因子：
11.2
作者：
Goldrick-Rab, Sara
通讯作者：
Goldrick-Rab, Sara
DOI：
10.1016/s0065-2601(06)38004-5
发表时间：
2006-01-01
期刊：
ADVANCES IN EXPERIMENTAL SOCIAL PSYCHOLOGY, VOL 38
影响因子：
--
作者：
Sherman, David K.;Cohen, Geoffrey L.
通讯作者：
Cohen, Geoffrey L.
影响因子：
56.9
作者：
Miyake, Akira;Kost-Smith, Lauren E.;Ito, Tiffany A.
通讯作者：
Ito, Tiffany A.
影响因子：
3.9
作者：
Hanselman, Paul;Bruch, Sarah K.;Borman, Geoffrey D.
通讯作者：
Borman, Geoffrey D.