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First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.

The transition to college presents significant challenges for many students as they navigate new academic and social experiences. In the USA, 30% of first-year students drop out before their second year. Research indicates that mentoring programs help students achieve social integration and likely have a positive effect on their transition to college. This research study was conducted with education students to better understand the potential impacts of peer mentorship.

Student mentors and mentees were matched by attributes such as their concentration within the education major, gender, sports they played and whether they were first-generation matriculants. Data collection utilized two surveys one before the peer mentoring process and one after the process.

The findings suggest that peer mentoring improved first-generation students' sense of belonging to both their major and the college. Peer mentors also experienced increased belongingness. The transfer rate among participants of 2% was a significant drop from previous years.

The success of the peer mentoring experience was possibly due to the intentional matching process based on certain attributes. Additionally, taking a leadership role increased a sense of belonging in the peer mentors.

This research explores the key factors that contribute to the success of Black students in a predominantly White institution (PWI). Two measures of success are examined: cumulative grade point average (GPA) and graduation status.

Using student-level data from a southeastern university, this research estimates education production functions using ordinary least squares regression.

While the negative effect of being Black is significant for both cumulative GPA and graduation status, the effect becomes overshadowed when peer effects are added. The authors also found the critical effect of institutional support on student success.

The student-level data are restricted to a single institution over a relatively short period of time, which limits the authors' ability to analyze institution-level factors.

This research provides a broad view of many significant factors for student success with particular highlights on the importance of encouraging Black students to utilize institutional support.

This study is an extension of the education production function model in the field of student success. The study identified peer effects and institutional support as more powerful determinants of student success than race.

The purpose of this paper is to summarize the findings from focus group interviews conducted with librarians and library staff, faculty and students. It highlights the significance of implementing inclusive teaching and culturally responsive strategies in instructional settings and interactions with library patrons and seeks to emphasize the importance of developing guidelines, best practices and effective strategies.

Using focus groups, this study interviewed librarians and library staff, faculty and students. This research approach identified, reviewed and assessed existing programs and practices in instruction and library interactions.

The findings from this paper indicate that while faculty and librarians are making individual efforts to promote inclusivity in teaching and interacting with patrons, many participants expressed the necessity for institutional-level training, guidelines and good practices on how to achieve and implement culturally responsive and inclusive teaching strategies.

The methodology utilized in this study can be adapted by other libraries or institutions aiming to explore the practice of inclusive pedagogy and culturally responsive teaching within their own context. The insights from the study inform the development of strategies that librarians, faculty and staff can employ to integrate inclusive and culturally responsive teaching into their instruction and services for the wider academic community.

Racially and ethnically minoritized (REM) women continue to be underrepresented in science, technology, engineering and mathematics (STEM) programs and careers. Peer mentoring is one strategy that can support their participation. This study explores the experiences of Black women peer mentors in an online peer mentoring program at two historically Black institutions.

A qualitative case study approach was utilized to explore the impact of an online peer mentoring program on peer mentors' STEM self-efficacy, sense of community, STEM identity and intent to persist in STEM.

Analysis identified five themes relating to peer mentors' experiences in the program: (1) an “I can do this” approach: confidence and self-efficacy; (2) utility of like others; (3) “beacons of light”: intersecting and malleable identities; (4) skills development and (5) motivation and reciprocity. Further, challenges of the online relationship were shared.

The study contributes to the body of knowledge by demonstrating the utility of an online peer mentoring model among women mentors enrolled in STEM programs at two historically Black institutions. The findings support those who are historically marginalized in participating in and remaining in STEM.

Data literacy empowers college students, equipping them with essential skills necessary for their personal lives and careers in today’s data-driven world. This study aims to explore how community college students evaluate their data literacy and further examine demographic and educational/career advancement disparities in their self-assessed data literacy levels.

An online survey presenting a data literacy self-assessment scale was distributed and completed by 570 students at four community colleges. Statistical tests were performed between the data literacy factor scores and students’ demographic and educational/career advancement variables.

Male students rated their data literacy skills higher than females. The 18–19 age group has relatively lower confidence in their data literacy scores than other age groups. High school graduates do not feel proficient in data literacy to the level required for college and the workplace. Full-time employed students demonstrate more confidence in their data literacy than part-time and nonemployed students.

Given the lack of research on community college students’ data literacy, the findings of this study can be valuable in designing and implementing data literacy training programs for different groups of community college students.

The purpose of this article is to share this study’s efforts to foster belonging in special collections public service spaces, as Black and Latina practitioners of color, while navigating known systemic professional barriers to inclusivity in the library information profession.

In this conceptual essay, frameworks from Black and Chicana feminist theories are applied which resonate deeply with this study’s practices but are not often encountered in library spaces, namely intersectional nepantla, which is used to situate the positionality within special collections.

Fostering belonging in special collections environments is an ongoing effort, but this study offers reflections in solidarity with all who seek to increase inclusivity and equity in their spaces. It is believed that the cumulative impact of many small actions implemented from the ground up can potentially be as significant as top-down, administrative charges.

This article's originality stems from both its authors and the methodology. As BIPOC practitioners, to the authors emphasize the authentic, day-to-day interactions that are essential to developing inclusivity and equity in special collections and archival spaces. Special collections reference workers have limited time off desk to collaborate and conduct research.

Supporting community college transfer students represents a critical strategy for broadening participation in STEM. In addition to being a racially diverse group, students who pursue STEM degrees by way of community college report frequent interests in graduate study and academic careers. Thus, supporting and expanding transfer students’ PhD interests can help to diversify the STEM professoriate. This study aims to identify the experiences that predict PhD interests among students who transferred into the computer science major from a community college.

Relying on longitudinal survey data from over 150 community college transfer students throughout their first year at their receiving four-year university, we used regression analysis to identify the post-transfer college experiences that predict early interest in PhDs.

We found that receiving information about PhDs from a professor strongly predicted PhD interest among transfer students. Relationships with other variables indicate that the provision of information about graduate school was more likely to occur for students who participated in undergraduate research experiences than for those participating in internships. Descriptive data document inequities in who has access to these types of experiences.

This paper provides new insight into how STEM departments can develop targeted efforts to ensure that information about PhD training is equitably available to all transfer students. Working to ensure that faculty equitably communicate with students about PhD opportunities may go a long way in countering potential deterrents among transfer students who may be interested in such pathways.

The purpose of this study is to examine the significance of incorporating diverse lived experiences and identities through culturally relevant pedagogy (CRP) in promoting sustainability, cultural diversity and the integration of various perspectives and worldviews rooted in identity and lived experience in sustainability education at Community College of Allegheny County (CCAC).

A case study approach using Geneva Gay’s (2002) CRP framework was used to investigate the role of CRP in sustainability education at CCAC. Thematic analysis was used to analyze the data collected from eight interviews and 67 survey respondents, who participated in a larger exploratory study focusing on education-related sustainable development goals objectives in technical and vocational education and trainings.

The findings indicate that implementing CRP in sustainability education fosters a culturally diverse learning environment, leading to enhanced cultural competence, critical thinking, global citizenship and academic achievement. Best practices and potential benefits of integrating diverse lived experiences and identities using CRP are also identified.

The small sample size may limit the generalizability of the findings. To address this limitation, future studies could use larger and more diverse samples to confirm the findings of this study. Additionally, the study was conducted at a single institution, which may limit the transferability of the findings to other institutions. Future studies could replicate this study at different institutions to determine the generalizability of the findings. Another limitation is the reliance on self-reported data, which may be subject to social desirability bias. To address this limitation, future studies could use a mixed-methods approach that includes both qualitative and quantitative data sources.

This study highlights the need for community colleges to prioritize diverse faculty and staff recruitment, provide CRP and diversity training and establish partnerships with community organizations. By implementing these recommendations, institutions can enhance sustainability education, promote cultural competence and foster critical thinking among students, ultimately contributing to a more inclusive and equitable learning environment.

The integration of diverse lived experiences and identities using CRP in sustainability education can lead to a more culturally diverse and socially inclusive society. By fostering cultural competence, global citizenship and critical thinking in students, community colleges can empower them to address global challenges and contribute to achieving a sustainable and equitable future for all.

This paper contributes to the understanding of the role of CRP in promoting sustainability and cultural diversity in CCAC and education. It highlights the significance of including diverse perspectives and worldviews rooted in identity and lived experience in sustainability education, offering practical recommendations for integrating CRP in educational institutions.