Is the "First-Generation Student" Term Useful for Understanding Inequality? The Role of Intersectionality in Illuminating the Implications of an Accepted-Yet Unchallenged-Term
Is the "First-Generation Student" Term Useful for Understanding Inequality? The Role of Intersectionality in Illuminating the Implications of an Accepted-Yet Unchallenged-Term
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DOI：
10.3102/0091732x18759280
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发表时间：
2018-01-01
期刊：
影响因子：
--
通讯作者：
Nguyen, Bach Mai Dolly
中科院分区：
文献类型：
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作者：
Thai-Huy Nguyen;Nguyen, Bach Mai Dolly
第一代大学生（FGSs）在教育研究、实践和政策中受到了大量关注。理解并随后解决与第一代大学生相关的各种持续存在的不平等状况的困难在于“第一代大学生”这一术语本身复杂且模糊的状态。对这一术语不加以质疑会限制理解这些学生的背景和身份如何影响他们的决策以及与他人和机构的关系的能力，并有可能重现教育研究者希望缓解的那种不平等。本章通过对有关第一代大学生的实证文献进行基于交叉性概念的批判性分析和讨论来着手解决这些矛盾。我们识别并讨论了在研究中使用“第一代大学生”这一术语的主要且存在问题的方式，并讨论了其研究结果的影响。最后我们讨论了一些新兴话题，这些话题将对第一代大学生的研究考虑范围扩展到了大学校园想象中的传统边界之外。
First-generation students (FGSs) have received a great deal of attention in education research, practice, and policy. The difficulty of understanding and subsequently addressing the various and persistent configurations of inequality associated with FGSs lies with the complicated yet obscure state of the FGS term itself. Leaving the term unquestioned limits the capacity to grasp how these students' backgrounds and identities shape their decisions and relationships to others and to institutions, and risks reproducing the very inequality that education researchers wish to mitigate. This chapter begins to resolve these conflicts by offering a critical analysis and discussion-grounded by the concept of intersectionality-of the empirical literature on FGSs. We identify and discuss the dominant and problematic manner in which the FGS term has been operationalized in research and discuss the implications of their findings. We end with a discussion on emerging topics that extends the consideration of research on FGSs beyond the imaginary, traditional boundaries of college campuses.