Research Concepts

The studies examined various aspects of the experiences and challenges faced by first-generation college students, particularly those from marginalized groups, in predominantly white institutions. They aimed to understand factors influencing academic and life satisfaction, sense of belonging, psychological well-being, and the impact of environmental and cultural factors on student experiences.

Purpose of the Study

Each study had a distinct purpose. Garriot et al. (2015) sought to extend Lent’s normative model of well-being to predict the academic and life satisfaction of college students. Adams and McBrayer (2000) analyzed the experiences of students of color on predominantly white campuses. Deng and Yang (2021) aimed to evaluate the psychological effects of first-generation students of color in online courses. Duran et al. (2020) investigated environmental factors affecting students’ sense of belonging, especially for marginalized groups. Ellis et al. (2019) explored how affirmation promotes identity and well-being for marginalized students.

Statement of the Problem

First-generation college students, particularly those from marginalized backgrounds, face unique challenges in navigating higher education institutions. These challenges include difficulties connecting with the university culture, experiencing microaggressions, and facing environmental factors that impact their sense of belonging and well-being.

Limitations/Implications

The studies identified several limitations. These included sample homogeneity, limited generalizability, cross-sectional data, and the need for more diverse samples and longitudinal studies. However, the findings offer implications for future research, such as examining actual support mechanisms, digital proficiency, and the intersectionality of first-generation status with race, ethnicity, and socioeconomic status.

Ethical Conduct in the Study

Researchers in each study adhered to ethical guidelines, obtaining IRB approval, ensuring participant confidentiality, and providing incentives for participation. They also acknowledged limitations and biases, took precautions to avoid them, and employed rigorous research methodologies.

Future Research Possibilities

Future research could extend the studies by including more diverse samples, longitudinal data collection, and exploring additional factors such as digital proficiency, intersectionality, and the effectiveness of interventions. Using mixed methods approaches, including interviews, focus groups, and observations, could provide deeper insights into students’ experiences.

RSCH FPX 7860 Assessment 2 Research Concepts

References

Adams, T.L., & McBrayer, J.S. (2000). The lived experiences of first-generation college students of color integrating into the institutional culture of a predominantly white institution. The Qualitative Report, 25(3), 733-756.

Deng, X. (Nancy), & Yang, Z. (2021). Digital proficiency and psychological well-being in online learning: Experiences of first-generation college students and their peers. Social Sciences, 10(6), 192.

Duran, A., Dahl, L.S., Stipeck, C., & Mayhew, M.J. (2020). A critical quantitative analysis of belonging: Perspectives on race, generation status and collegiate environments. Journal of College Student Development, 61(2), 133-153.

Ellis, J.M., Powell, C.S., Demetriou, C.P., Huerta-Bapta, C., & Panter, A.T. (2019). Examining first-generation college student lived experiences with microaggressions at a predominantly white public research university. Cultural Diversity and Ethnic Minority Psychology, 25(2), 266-279.

RSCH FPX 7860 Assessment 2 Research Concepts

Garriot, P.O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253-263.