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Book part
Publication date: 13 December 2023

DeOnte Brown, Rose-May Frazier, David H. Kenton and Derrick Pollock

This chapter explores the concept of identity-conscious advising and coaching to support the development of First-Generation Black Male College Students during their undergraduate…

Abstract

This chapter explores the concept of identity-conscious advising and coaching to support the development of First-Generation Black Male College Students during their undergraduate experience. Advising and coaching represent foundational practices colleges and universities use to support student success. Much like other aspects of education, institutions implement advising and coaching practices without consideration for how the identity of the student or the professional delivering the service influences student outcomes. First-Generation Black Male College Students' interactions within the college context are often framed by their visible, racial, and gender identities as opposed to their first-generation experience. First-Generation Black Male College Students experience microaggressions, discrimination, deficit perspectives, or negative stereotypes. By exploring an identity-conscious approach to relevant advising theories and coaching approaches, the chapter highlights the importance of building trusting, affirming relationships that lean into the lived experiences of First-Generation Black Male College Students without subjecting them to false, harmful stereotypes. This approach requires self-awareness on the part of educators and an understanding of the racialized dynamics that are inherent in the experience. Without addressing anti-Blackness, the impact of advising and coaching on First-Generation Black Male College Students is likely to have diminished or limited effects for this vital student population.

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Keywords

Book part
Publication date: 27 December 2018

Rashim Wadhwa

Indian higher education system is supposed to be the source of equal opportunities to all students irrespective of their life circumstances. Does it succeed in realizing this…

Abstract

Indian higher education system is supposed to be the source of equal opportunities to all students irrespective of their life circumstances. Does it succeed in realizing this ideal? In fact, the system of higher education inadvertently plays a critical role in constructing and recreating the inequalities between groups. The prime victims of inequality are first-generation students, whose disadvantages are unseen, their voices ignored. In India, first-generation students are typically confronted with the dynamics of caste-based inequality in addition to their deficiency in cultural and social capital. In this context, the purpose of this study was to examine the difference between who goes and who stops for higher education across generational status. Field survey data of 930 senior secondary students was employed as the basis for analysis. Findings of this study highlight that the gap between realization and planning is more in first-generation students as compared to their counterparts. Results of logistic regression indicate location, category, family income, academic achievement, stream of education, and social and cultural capital are pertinent factors that influence educational attainment of first-generation students.

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Perspectives on Diverse Student Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-053-6

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Book part
Publication date: 28 June 2016

Susan A. Dumais and Laura Nichols

We examine the cumulative effects of mothers’ and grandparents’ institutionalized cultural capital (educational credentials) on parenting approaches and children’s educational…

Abstract

We examine the cumulative effects of mothers’ and grandparents’ institutionalized cultural capital (educational credentials) on parenting approaches and children’s educational outcomes to determine if degree attainment in one generation equalizes educational advantages for children. Using data on kindergarteners, first-graders, and their mothers from the 1998 to 1999 Early Childhood Longitudinal Study, we find minor differences in parenting approaches: When grandparents and mothers all have college degrees (Continuing-Generation), children are involved in more activities and have more books at home; however, school involvement is similar whether mothers have more education than their parents (First-Generation) or are Continuing-Generation. There are no differences between children of First- or Continuing-Generation mothers in how they are rated for effort by teachers. Differences in first-grade math achievement scores between children of First- and Continuing-Generation mothers disappear once controlling for parenting approaches. However, significant differences remain between the groups in how teachers rate the children’s language and literacy skills, even after controlling for parenting approaches. These findings imply that attaining a college degree may not benefit the children of First-Generation mothers to the same extent that it does the children of Continuing-Generation mothers for some academic outcomes. Moreover, children whose mothers and grandparents have only high school diplomas are at a disadvantage compared to children of First-Generation mothers for first grade math achievement and language and literacy ratings, as well as for growth in these outcomes between kindergarten and first grade.

Details

Family Environments, School Resources, and Educational Outcomes
Type: Book
ISBN: 978-1-78441-627-0

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Book part
Publication date: 30 October 2007

Abdurrahman Aydemir and Arthur Sweetman

The educational and labor market outcomes of the first, first-and-a-half (1.5), second, and third generations of immigrants to the United States (US) and Canada are compared…

Abstract

The educational and labor market outcomes of the first, first-and-a-half (1.5), second, and third generations of immigrants to the United States (US) and Canada are compared. These countries’ immigration policies have diverged on important dimensions since the 1960s, resulting in large differences in immigrant source country distributions and a much larger emphasis on skill requirements in Canada, making for interesting comparisons. Of particular note is the educational attainment of US immigrants which is currently lower than that in Canada and is expected to influence future second generations causing an existing education gap to grow. This will likely in turn influence earnings where, controlling only for age, the current US second generation has earnings comparable to those of the third generation, whereas the Canadian second generation has higher earnings. Importantly, the role of, and returns to, observable characteristics are significantly different between the US and Canada. Observable characteristics explain little of the difference in earnings outcomes across generations in the US but have remarkable explanatory power in Canada. Controlling for a wide array of characteristics, especially education, has little effect on the US second generation's earnings premium, but causes the Canadian premium to become negative relative to the Canadian third generation. The Canadian 1.5 and second generations’ educational advantage is of benefit in the labor market, but does not receive the same rate of return as it does for the third generation causing a very sizable gap between the current good observed outcomes, and the even better outcomes that would be expected if the 1.5 and second generation received the same rate of return to their characteristics as the third generation. Why the US differs likely follows from a combination of its lower immigration rate, its different selection mechanism, and its settlement policies and practices.

Details

Immigration
Type: Book
ISBN: 978-0-7623-1391-4

Book part
Publication date: 30 August 2019

Jessica Valles

Drawing from theories of modernization and socioemotional selectivity, this study investigates the effect of familial support on the relationship between immigrant generation and…

Abstract

Purpose

Drawing from theories of modernization and socioemotional selectivity, this study investigates the effect of familial support on the relationship between immigrant generation and mental health service use for Asian American and Latinx older adults.

Methodology/Approach

Using the data from the National Latino and Asian American Study (NLAAS) 2002–2003, nested logistic regressions (N = 810) were used to test the effects of familial support (parent–child relationship quality) on the relationship between immigrant generation and the use of mental health services. Differences in familial support between older adults and their younger counterparts were also accounted for.

Findings

The results indicate that familial support partially attenuates the relationship between immigrant generation and mental health service use, but only for Latinx groups. Familial support was not significantly different for older adults than that of those younger in age.

Research Limitations/Implications

Findings suggest the need for a better understanding of familial support as it relates to mental health service use for these groups. Approaches to improving the access to, and the overall use of, mental health services should be sensitive to ethnic variation. Immigrant groups may also endure stressors associated with legal and citizenship status. Future research should consider the effect of these political identities on mental health. Studies on parent–child relationship quality should also be longitudinal in order to better understand the dynamic nature of familial support across the life course.

Originality/Value of Paper

This chapter addresses gaps in the literature as Asian Americans are relatively understudied group with regard to mental health. Previous studies showed that US-born Asian American and Latinx populations are more likely to use mental health services than their foreign-born counterparts, but the effects of generation status and familial support for older adults are unclear.

Details

Underserved and Socially Disadvantaged Groups and Linkages with Health and Health Care Differentials
Type: Book
ISBN: 978-1-83867-055-9

Keywords

Book part
Publication date: 28 March 2006

Joseph Deutsch, Gil S. Epstein and Tikva Lecker

This paper presents a three-generation migrant analysis, comparing the relative economic performance of various migrant generations to the native population. We develop a…

Abstract

This paper presents a three-generation migrant analysis, comparing the relative economic performance of various migrant generations to the native population. We develop a theoretical model to explain the relationship between the different earnings of the migrants over three generations and relate the model to the results in the literature. The empirical analysis explores the suitability of the theoretical implications based on data from the 1995 Israeli Census. We show that assimilation of the third generation into the local population is far from clear.

Details

The Economics of Immigration and Social Diversity
Type: Book
ISBN: 978-1-84950-390-7

Book part
Publication date: 22 November 2012

Fatima Regany, Luca M. Visconti and Marie-Hélène Fosse-Gomez

The notion of “boundary” is central in both consumer acculturation research and migrants’ daily experience within and beyond the market. Yet, scholars have rarely questioned this…

Abstract

The notion of “boundary” is central in both consumer acculturation research and migrants’ daily experience within and beyond the market. Yet, scholars have rarely questioned this concept and thus made it a taken for granted that conceals more than it reveals. Our study aims at moving from the etic notion of boundary we use as consumer acculturation scholars to an emic notion of boundaries, here grounded on an ethnographic inquiry of Moroccan mothers and daughters in France. This chapter shows that (1) the notion of boundary is much more articulated than expected, since migrants may use up to five different typologies of boundaries (national, ethnic, religious, biographical, and generational) in order to organize their experience; (2) first and second generations tend to attribute different meanings to these boundaries; and (3) boundaries represent problematic conceptual references in migrants’ life, which ask for specific coping strategies (crossing the borders, melting the borders, and pushing the borders). Overall, this chapter provides a more sensitive, blurred, and critical representation of boundaries, which – we hope – will stimulate sounder acculturation research. With reference to the limitations of our work, while we identify the variety and interpretive heterogeneity of boundaries migrants use to frame their experience, we limitedly address how such boundaries are performed.

Details

Research in Consumer Behavior
Type: Book
ISBN: 978-1-78190-022-2

Keywords

Book part
Publication date: 11 November 2019

Chris Gentilviso and Deb Aikat

The post-millennial or Generation Z constitutes people born in 1997 or after. This study theorizes how news consumption habits of the post-millennial generation are reshaping the…

Abstract

The post-millennial or Generation Z constitutes people born in 1997 or after. This study theorizes how news consumption habits of the post-millennial generation are reshaping the news. As the newest generation of media users, Generation Z or the post-millennials, comprising people born in 1997 or after, will inherit the millennial legacy. Generation Z has embraced the visual, verbal, and viral aspects of digital and social media platforms. They rarely engage with traditional news sources, which they deem as nearly extinct.

Based on 2019 meta-analytical research review of 16 key studies (published between 2017 and 2019) of media consumption habits of post-millennials, this research study delineates news consumption habits of post-millennials. It theorizes how this new generation of media users are embracing the visual, verbal, and viral media to reshape news content. The propensity of the post-millennials to participate in the news cycle shapes their rapidly changing preferences and usage patterns.

Over the years, news consumption has varied among different age groups. Newspapers and television were popular with the Silent generation, comprising people born between 1928 and 1945. The Internet significantly transformed media use among baby boomers, the generation born between 1946 and 1964, and Generation X, which constitutes people born between 1965 and 1980. The rise of social media has significantly transformed media use of millennials or Generation Y, born between 1981 and 1996. They were the first generation to come of age in the new millennium.

Unlike Generation X and boomers, the post-millennials or Generation Z sparsely engage with traditional news sources they deem as nearly extinct, including print media such as newspapers and magazines. They rarely watch television news or listen to radio. They report different news values with less concern about accuracy and more attention toward entertainment and interaction.

Book part
Publication date: 12 November 2018

Erica R. Russell

Considering the rising number of first generation college students (FGCSs), an increased number of first generation college graduates should be expected. Historically Black…

Abstract

Considering the rising number of first generation college students (FGCSs), an increased number of first generation college graduates should be expected. Historically Black Colleges and Universities have long served as a landing place for these students. While research has focused on the barriers to access and persistence for this population, there has been little discussion about the FGCSs that attend college, obtain degrees, and go on to serve in their disciplines and contribute to their communities. Having been a FGCS, now serving as a tenure-track faculty member at a Historically Black institution, I have been compelled to explore and initiate a dialog regarding the experience of being, First, still. “It” does not end with degree completion.

Details

Underserved Populations at Historically Black Colleges and Universities
Type: Book
ISBN: 978-1-78754-841-1

Keywords

Book part
Publication date: 19 August 2021

Frances M. McKee-Ryan

Generation Z comprises the newest cohort to enter the workforce, and they not content to be the Millennials’ younger sibling. Born between 1997 and 2012, Gen Z’s identity is…

Abstract

Generation Z comprises the newest cohort to enter the workforce, and they not content to be the Millennials’ younger sibling. Born between 1997 and 2012, Gen Z’s identity is shaped by being the first generation to come into a post-9/11 world, by the effects of the Great Recession on their parents’ and families’ economic well-being, by the proliferation of technology and social media, by the specter of school shootings and violence, and by the current period of reckoning with past and present racial injustice. The defining moment for this generation, however, is entering adulthood during or in the wake of a global pandemic that significantly changed both education and industry. The confluence of this new generation of career entrants, the dramatically shifting job forms and careers (e.g., contingent work and the gig economy), and the post-COVID landscape of work provides a rich and compelling research agenda for management and human resource management as Gen Z enters workplace and progresses through their careers. Little academic research has examined this generation and its complexity, but the business community is very interested in preparing for the influx of Gen Z into their organizations and as consumers. Gen Z is diverse, global, and mobile. They are defined by their almost symbiotic relationship with technology, but surprisingly desire in-person connection. This generation was hard hit by the COVID-19 pandemic, in their education, finances, relationships, and well-being. They are a generation in flux. Future research directions are explored and presented.

Details

Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-1-80117-430-5

Keywords

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