Identity, Social Networks, and Academic Flourishing in First- and Continuing Generation University Students

这个项目进一步了解了第一代（FG）和继续一代（CG）学生如何遇到并克服他们面临的学术障碍。该研究的假设是，对于那些(a)强烈认同自己的学术角色的学生，以及(b)在他们的网络中至少有一个人关心他或她的学术成功的学生来说，投入、成功、保留和幸福感会更高。该项目还研究了FG学生与CG学生在这些因素中是否有任何不同。本研究将FG经验的讨论转向更深思熟虑地考虑学生最重要的社会关系的贡献。在此过程中，我们开发了一个连贯的理论框架，这将有助于组织现有的知识基础，并为FG学生的原创和可操作的研究提供方向。我们还为高级本科生举办为期一年的严格培训研讨会，包括会议演讲、客座演讲和对亨特学院和罗格斯-纽瓦克大学研究实验室的实地考察。此外，该项目还支持开发未充分利用的空间，以扩大Felician的心理学研究实验室和培训中心。此外，它还资助费利西亚大学建立一系列白皮书。该项目的研究结果最终为本科生的培训模式和循证干预提供了依据。那些对自己所学的东西有认同感，并得到关心自己学业的可信网络成员（学术知己）的支持的学生，将会过上富有创造力的生活，并为国家的人力资本做出贡献。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project furthers understanding of how first-generation (FG) and continuing-generation (CG) students meet and overcome the academic barriers they face. The research hypothesis is that engagement, success, retention, and well-being will be higher for those students who (a) strongly identify themselves with their academic role, and (b) have at least one person in their network who cares about his or her academic success. The project also examines whether any of these factors are different for FG than for CG students. This research moves the discussion of the FG experience toward a more thoughtful consideration of the contributions of students’ most important social relationships. In doing so we develop a coherent theoretical frame that will help to organize the existing knowledge base and give direction to original and actionable research on FG students. We also conduct a rigorous yearlong training seminar for advanced undergraduate students that includes conference presentations, guest speakers, and site visits to research laboratories at Hunter College and Rutgers—Newark. As well, this project supports the development of underutilized space to expand Felician’s Psychology Research Laboratory and Training Center. It furthermore funds the establishment of a Felician University white paper series. Findings from this project ultimately inform a training model and an evidence-based intervention for undergraduate students. Students who identify with what they learn and are supported by trusted network members concerned with their academic well-being—academic confidantes—will lead generative lives and contribute to the nation’s human capital.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.