Academic Preparedness of First-Generation College Students: Different Perspectives
Academic Preparedness of First-Generation College Students: Different Perspectives
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DOI：
10.1353/csd.2014.0081
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发表时间：
2014-11-01
影响因子：
2.1
通讯作者：
Atherton, Matthew C.
中科院分区：
文献类型：
--
作者：
Atherton, Matthew C.
随着学生群体继续变得更加多样化，院校必须了解学生的学术准备，以便更好地为他们服务。大量的研究和文献关注的是那些父母很少或没有受过大学教育的学生的经历。尽管这些第一代学生与其他弱势学生群体有很多共同之处，但他们的情况对他们的大学经历构成了独特的条件和障碍。本研究项目旨在关注第一代学生的学术准备问题。更具体地说，本项目建立在先前对第一代学生学术准备的研究基础上，通过探索学生对学术准备的态度与传统学术措施的差异。本研究探讨了第一代学生身份是否会影响学术准备的自我评估，就像它影响传统的学术准备测量一样。
As student populations continue to become more diversified, institutions must understand students' academic preparedness to better serve them. A significant amount of research and literature focuses on experiences of students whose parents had little or no college education. Although these first-generation students have much in common with other disadvantaged student groups, their situation presents unique conditions and obstacles to their college experience. This research project seeks to focus on the topic of academic preparedness of first-generation students. More specifically, this project builds on previous research on academic preparedness of first-generation students by exploring differences in students' attitudes about preparedness compared with traditional academic measures. This study investigates whether first-generation student status affects self-assessment of academic preparedness in the same way it affects traditional measures of academic preparedness.