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Enhancing the Academic Experiences of First-Generation Master's Students
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Laura M. Portnoi
Published/Copyright:
December 15, 2011
Is being first generation significant for undergraduates only? The narratives of 25 first-generation master’s students in this phenomenological study suggest not. Participants experienced challenges pursuing their master’s degrees, yet these were counterbalanced by other factors. The authors identified five areas that educators may address to enhance first-generation master’s students’ academic experiences: providing supports for (a) understanding the new “rules of the game,” (b) managing feelings of inadequacy, (c) straddling incongruent social fields, (d) developing strong relationships with faculty, and (e) building positive peer-to-peer interactions.
Published Online: 2011-12-15
©2012 Walter de Gruyter GmbH & Co. KG, Berlin/Boston
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Articles in the same Issue
- Innovations in Research and Scholarship Feature
- The Relationship Between Students' Interactions With Student Affairs Professionals and Cognitive Outcomes in the First Year of College
- Enhancing the Academic Experiences of First-Generation Master's Students
- Doctoral Students and the Impostor Phenomenon: Am I Smart Enough to Be Here?
- "Stepping Stones": Career Paths to the SSAO for Men and Women at Four-Year Institutions
- A Comparison of Senior Student Affairs Officer and Student Affairs Preparatory Program Faculty Expectations of Entry-Level Professionals' Competencies
- Learning Outcomes in Academic Disciplines: Identifying Common Ground
- Media Features and Reviews
- Media Review: Facebook Me: Applying The Social Network Film to Student Development Theory and Practice
- Media Review: Violent Video Games With School Violence Themes: Higher Education's Response
- Media Review: Being Bright Is Not Enough: The Unwritten Rules of Doctoral Study
