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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.

Since the 1970s and 1980s, subsequent waves of so-called ‘new immigration’ have arrived in the United States and Europe. In the United States, this immigration started with the arrival of immigrants and asylum-seekers from Mexico, Central America and Asia. In Europe, the trend began with the influx of Turkish and Moroccan immigrants and continues today with the ongoing refugee crisis. Anti-immigrant politicians on both sides of the Atlantic have adopted exclusionary and often xenophobic rhetoric to further their policies, arguing that these new immigrants and their children cannot assimilate into Western society. A literature review reveals why the classical linear theory of second-generation assimilation is no longer relevant and proposes the contemporary segmented assimilation and comparative integration context theories developed by US and European researchers. A presentation of the findings of two state-of-the-art studies – the CILS project for the United States context and the TIES project for the European context – provides empirical evidence that, despite undeniable obstacles, the new second generation can assimilate into Western education systems and labour markets. Nonetheless, gaps in the existing literature also suggest the need for further research to create a more generalisable theory of second-generation assimilation before appropriate policy measures can be implemented.

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.

Regardless of nationality, culture, or region of the world, one thing is true – Generation Z wants to make a difference. They are motivated by impacting others, want careers that have purpose and meaning, and find solace in shared values and interpersonal connections. Overwhelmingly, they believe that their ability to be loving, kind, respectful, and inclusive can create a more unified and connected world. They also believe that if they work together to find common ground as well as educate themselves and others, their generation can take individual actions and develop innovative solutions to address monumental world problems.

The Covid-19 pandemic has brought unexpected implications for the world of work, accelerating the use of digital technologies and hybrid workspaces, and posing new questions on how to manage working relationships. This chapter explores whether employee empowerment experiences can ensure better work-life connections. Empowerment involves a permanent transfer of power from the line manager to the employee. Although not all line managers are willing to use it as a development tool for fear of seeing their role downsized, research has been conducted to better understand the empowerment experiences of Generation Z employees, identifying positive and negative aspects of the relationship with their line managers. Generation Z employees have certain expectations when it comes to their job that are not always met, and understanding and managing these expectations through empowerment has great value to shape the future of organizations and create a better work-life connection for upcoming generations of workers. The chapter adopts a new conceptual framework for understanding employees’ empowerment experiences, proposes specific structural actions that line managers can take and reflects on the implications of employee empowerment for the HR function in terms of work-life interface.

Generation Z is already an influential global cohort with strong stances about social, economic, and climate justice. According to the Global Gen Z Survey, worries about racism, sexism, limitations on personal freedom and homophobia are the top social justice concerns while education, poverty, access to health care, access to viable and affordable housing, and cost of higher education top the list of economic justice concerns. Added to the list of concerns is climate change, including its intragenerational and intergenerational impacts, and in the words of one participant, “none of the rest… matter if we don't have a planet to live on.”

This chapter offers information about the formation of the peer personality of generations, with a specific focus on the global peer personality of Generation Z as found in the Global Gen Z Study. An explanation of the study's data collection procedures, including existing validated scales used within the survey, and data analysis methods, including the use of regionally disaggregated groups from the World Values Survey (World Values Survey Association, 2022), is discussed.

Many in Generation Z are concerned about health, nutrition, and lifestyle. They are sensitive to the social determinants of health, represented through concerns about access to health care, viable and affordable housing, poverty, and unemployment. They are also concerned about food choices, their environmental footprint, and the way food is produced. There is similarly high awareness about the importance of nutrition for health. Despite engaging in physical exercise, Generation Z is also exposed to the risks associated with obesity and sedentary lifestyle.

Like every generation before them, Gen Zers possess a specific set of attributes. For example, they identify as loyal, thoughtful, compassionate, and responsible. They share their sense of ingenuity and resourcefulness with their Gen X parental generation and embrace diversity and inclusion like their older millennial counterparts. And, they connect with their baby boomer grandparents with their shared sense of responsibility. Generation Z is motivated by achievement and making a difference. Although some believe others will let them down, the majority are optimistic about their futures and believe good things will happen for them.

Gen Zers are immensely family-oriented, valuing the connections they have with their parents and siblings. Growing up, Gen Zers were often supervised by their caregivers and grew up becoming more reliant on the attachment figures in their lives. In turn, they often have significant influence on their families, especially in terms of finance- and education-related decision-making. This can be attributed to the tech-savvy nature that enables them to efficiently seek out information online. Overall, Generation Z values having a loving family, and many desire a fulfilling life with a partner and children.