students, both male and female, performed at a higher academic level than their younger counterparts (e.g., Carney-Crompton & Tan, 2002). However, due to the many responsibilities outside of class, this group of students often lack the confidence in their academic ability and are less satisfied with their academic performance.
First-generation students often face multiple unique barriers to post-secondary success (Jehangir, 2010). For example, first-generation students often bridge two cultures, not feeling a sense of belonging in either one (Oldfield, 2007; Rendón, …
Feb 02, 2000 · Even with college degrees, women face other barriers, the report states. Michigan women earn only 62 percent of what men earn, placing Michigan 45th among the states in the ratio of women’s earnings to men’s. Because women earn less than men, they may have more trouble paying back student loans, or take longer to do so.
In the context of the multiple issues surrounding first-generation students’ academic preparation, motivation, and initiative in higher education, this paper seeks to determine students’ self-assessment of potential academic obstacles to their academic achievement. Knowing that attendance at large, public research universities may contribute to more isolating experiences for students—especially when it comes to accessing learning center resources and seeking assistance from tutors or faculty—the authors explored the experiences of students who attended six large, public research universities. Specifically, one of the objectives of the study was to ascertain whether first-generation students experience significantly different academic obsta-cles in comparison to their non-first-generation peers. The central research question is as follows:
The profile of first-generation students comprises certain characteristics. First-generation students are more likely than their non-first-generation counterparts to have additional characteristics that may serve as a disadvantage as they pursue their college education. First-generation students are more likely to be older, come from minority backgrounds, and have a disability (Bui, 2002; Hertel, 1992). Additionally, first-generation students are more likely to be non-native English speakers, immigrants (i.e., born outside of the U.S.), single parents, and financially independent from their parents (Bui, 2002). They tend to have lower levels of academic preparation and frequently need to be employed (often full-time) to help pay for educational and cost-of-living expenses (Jehangir, 2010).
The Student Experience in the Research University (SERU) survey is based at the Center for Studies of Higher Education (CSHE) and is administered by the Office of Student Research and Campus Surveys at the University of California-Berkeley. The SERU survey sampling plan is a census scan of the undergraduate experience. All undergraduates enrolled during spring 2009 who also were enrolled at the end of the prior term are included in this web-based questionnaire, with the majority of communication occurring by electronic mail.
Aside from working towards a degree, many community college students are also raising children, working full time, or caring for relatives.
Although online learning is often touted as a way to increase access to education, 53% of respondents reported difficulty learning online, and 44% reported having problems with the lack of interaction with faculty. Nearly 40% reported having difficulty keeping up with online classes that didn’t have regular class times.
Nearly 40% reported having difficulty keeping up with online classes that didn’t have regular class times. “Online education can work for community college students and is an important part of student access, but there are no silver bullets,” notes Phil Hill, co-founder of Mindwires Consulting.
In conflict-affected countries, education is not always accessible. As a result, girls in these countries are almost 2.5 times more likely to be out of school than girls living in countries not affected by conflict.
Household duties, the care of family members, early marriage, and early childbirth are all factors that contribute to girls missing out on an education. In cultures where these expectations are the norm, girls’ education may be lower on a family’s list of priorities.
Students are often required to buy uniforms, transportation, and supplies, like textbooks, pens, and notebooks , not to mention the indirect costs such as loss of potential income from missed labor opportunities or contributions around the home.
Violence and Security. In some regions, parents don’t allow their daughters to attend school, but it isn’t necessarily because they don’t want them to be educated. Sometimes parents keep their children home because the commute to and from school is unsafe and the risk of attacks on girls’ schools is a serious concern.
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