Daniela Berlinski Source 3

How does being a first generation low-income student influence academic retention and academic opportunities?

Thayer, Paul B. "Retention of Students from First Generation and Low Income Backgrounds." Opportunity Outlook (2000): 1-10. Google Scholar. Web. 28 Feb. 2016.

            This article begins by discussing that in earlier years academic access was a much more significant topic than academic retention, but now the tables have turned. The author notes that graduation rates have significantly decreased throughout the years, particularly due to college costs and the decreasing financial aid resources. He first begins his argument by saying if the university wishes to keep these students who are first generation and low-income students, then they must make a concerted effort to take in their needs and experiences when making institutional changes. He also notes that strategies that work to better the success of first generation and low-income students are also successful for the general student population however it doesn’t work the same the other way around. Thayer comments on the different theoretical models of retention, which recognizes the uniqueness of each student who brings certain characteristics to their college experience. The models then describe the interaction between the student and the institution, which in turn demonstrates how these institutions re-form the student. He then goes on to talk about the admissions process and how they should take in these individual students and then nurture them as soon as they enroll into the university. Due to the fact that most students drop out within the first four semesters, it is critical to implement these retention strategies particularly early in the students life at the university. Thayer then defines a first-generation student as one who neither of his or her parents has received a bachelor’s degree. Due to this, many first generation students enter college with less resources and preparation for this new life that they will be living. He notes that first generation students have “lower pre-college critical thinking levels.” This means that they are not as prepared as their peers who have the necessary resources to prepare them for this experience. Not only are these first-generation students going to lack knowledge about college academically, but also thinks such as finances, time management, and things of that nature. He also notes that many first generation students seem to receive less support from their families for attending colleges. Something very important that Thayer quotes is that, “In fact, first generation students may find themselves “on the margin of two cultures,” and must often renegotiate relationships at college and at home to manage the tension between the two.” It is interesting to note that when giving reasons as to why institutions have formed new strategies to increase retention rates for students he states that many institutions give attention to students who come from first generation and low income backgrounds; he brings in the politics of higher education into the argument by noticing that they do it to demonstrate their unwavering commitment to diversity. Thayer notes obstacles that low income and first generation students have to go to are “lack of financial resources, lack of knowledge of the campus environment, its academic expectations, and bureaucratic operations, lack of adequate academic preparation, and lack of family support.” This is why Thayer advocates for programs such as the “Student Support Services” which give a structured freshman year program to students to aid them in establishing themselves in this university.

            I agree with this article in its proposed call to action. We have a similar program to SSS here at the University of Missouri called the Academic Retention Services. As a Latina student and recipient of the George C. Brooks scholarship, I’m required to participate in the MAP program offered by the Academic Retention Services. As a part of that program we get an adviser who aids us in our planning, whether that be school related or emotional. This program helps students look at not only their academic needs, but their emotional needs as well (such as relationships, sleep, etc.). I think that being a first generation low income students you are now offered significantly more opportunities than were offered a couple of years ago. Centers such as the Academic Retention Services here on campus and many more offer that guiding path for the student to aid them in reaching their academic goals. However, it is clear by this article that being a low-income first generation student has its deficits. Due to the lack of resources and previous knowledge, these students are at a disadvantage. Since most universities take concerted action for their students when it has to do with their main population, the white middle/ upper class students, Thayer mentions that the structured program that aids first generation low-income students also aids the general population. Thayer is advocating for this particular strategy rather than a program more focused on the general population, the majority being white middle/upper class students.

            The Colvar and Stich article concentrates more on self-identity and how it plays into a student with low incomes experience, however this Thayer article focuses on the population as a whole and their experience collectively. When looking at a group rather than breaking down their individual components some rather critical points can be missed in making the strategy or plan to fix the issue. My second source focuses on individualization where as my third source is more concentrated on collectiveness. This issue then makes me wonder, how are we supposed to fix an issue in regards to a whole population of people while still making sure to look at each persons individual qualities that make them “at risk.”

            I think looking at the mostly negative influences from this article about being a first generation low-income student; I plan my next research to be on the positive effects of being a first generation student. This aspect can offer new insight on the influence that being a first generation student can have on their academic retention.