1 ST GENERATION STUDENTS AND THE JASR UNIVERSITY G EN E RASEIONS M ENTORING S CHOLARS (GEMS) PROGRAM JEREMY CARTER AMBER COVINGTON SHANNON NELSON ROSALYN ROBINSON

LEARNING OUTCOMES Better understand the needs and challenges of FGS before and during college Explore how mentoring programs can address many of FGS’ challenges Examine aspects of our model that you can apply in your current jobs

whose parents didn't’t attend college? no member of their immediate family didn't’t attend college? whose immediate family didn't persist through college? There are so many ways to define a first generation student. Let’s not leave anyone out by defining them strictly WHO ARE 1 st GEN STUDENTS??

WHY DO THEY MATTER? 1 out of 3

THE CHALLENGES OF 1 ST GEN? Less likely to discuss ACT/SAT prep Not aware of college course difficulty Failure to meet admission requirements Lack of familiarity with the application process Lack of family support Less likely to attend college, especially right after high school (47% vs. 85% CGS) Pre-entry:

Less prepared academically Lack of study and time management skills Likely to withdraw from courses and take remedial courses Less time with faculty inside and outside classroom Less time with social and extracurricular activities THE CHALLENGES OF 1 ST GEN? Post-entry:

THEORY WITH HELPING 1 ST GENERATION COLLEGE STUDENTS Model of Self -Efficacy

OVERVIEW OF GEMS PROGRAM JASR University – Public – 4 year institution GenEraseions Mentoring Scholars Program – Explain titles importance: erase first generation college students College Admittance Component – Local HS juniors and seniors apply to the GEMS program – Current first gen students come and provide sessions once a month Peer to Peer Mentor Component – Connect with current first gen upperclassman and other 1 st yr first generation students

COMPONENTS OF THE GEMS PROGRAM THAT COMBAT CHALLENGES Verbal persuasion GEMS program seeks to guide students on how to navigate unfamiliar territory like making them aware of the resources afforded to them once they arrive at college and telling them they can be successful if they take advantage of these resources. – GEMS program encourages HS students that they can attend college and prepare for it Application Prep Sessions Importance of college ACT/SAT prep – GEMS program encourage current first gen students that they can do well their first year of school Become familiar with campus resources all academic, professional, and social Upper-class mentors encourage them to have a healthy social life and get to know professors

COMPONENTS OF THE GEMS PROGRAM THAT COMBAT CHALLENGES, CONT. Modeling GEMS program mentors are first generation students, giving every mentor and mentee relationship a first hand experience on how one can be successful. Our mentors being first generation students helps model that it is possible to succeed. – GEMS program allow students to see their companions both other first year first gen and current upperclassman who identify as first gen completing tasks and goals relating to college – GEMS allows the student to see the upperclassmen student taking advantage of tutorial services, advising appointments, extracurricular activities, and meeting with faculty. This will encourage them to do the same – Mentors are involved in co-curriculars, such as this program, and create connections with faculty

COMPONENTS OF THE GEMS PROGRAM THAT COMBAT CHALLENGES, CONT. Enactive Mastery GEMS program encourages mentee’s to enact what they have learned, to erase their disadvantages, go to college and persist, and to give back by becoming a mentor themselves to support other first generation students to do the same. – GEMS allowing the first year first gen students to present sessions and develop relationships with the HS students. This showcases that they have the ability to succeed and the HS students is a way to provide an incentive to keep striving – GEMS will gain confidence in their own success due to encouragement from their peers. Because of this, they have reached self efficacy and they will be able to mentor the students coming in the following year

THE SWING SET THEORY (COVINGTON, ROBINSON, TOLL, TUCKER, 2012) RECONCEPTUALIZED

THINGS TO CONSIDER WITH CREATING A FIRST GENERATION PROGRAM Diversity within the term FGS The FGS population at your institution Recruitment of mentors and participants Collaboration with others  Admissions  Financial aid  On-campus jobs liason  High schools  An student activities liaison  An academic advisor  Residence life professionals  A learning specialist

TAKEAWAYS There is no clear line of what a 1 st gen student is Large populations at an institution could be first generation There aren't many recent studies that focus on 1 st gen. so being innovative to create programs is a must Make sure your program can support self efficacy in your participants as it is not only important for them to arrive but also to persist

“FINAL SLIDE” DISCUSSION What are some ways that in your practice you feel that you can foster the success or the persistence of a first generation student? What were some takeaways other than the ones mentioned, you gathered from reading the articles? How do you feel better informed to aid a first generation college student, either at your institution wholly or in your individual practice? Do you agree that strictly defining 1 st gens complicates who is eligible for services? Is there fear that some could not be getting the guidance they need based on a definition?

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