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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 2 |
Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes.
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Influence of Student Characteristics, Class Size, and Instructor Characteristics in Online Student Success
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In: Electronic Theses and Dissertations (2021)
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An Evaluation of Student Participation in the Student Alumni Association Program at the University of South Florida
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Wider, LaToya. - : Digital Commons @ University of South Florida, 2021
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In: Graduate Theses and Dissertations (2021)
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| 5 |
Social and Emotional Learning Difficulties of Refugee High School Students in an After-school Tutoring Program
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 6 |
“I Always Felt Like I Belonged:” A Case Study on a First-Generation Focused Student Success Program and Sense of Belonging
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In: Educational Administration: Theses, Dissertations, and Student Research (2021)
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Abstract:
This qualitative case study explored if and how a first-generation focused student success program fostered sense of belonging amongst first-generation college students. Utilizing the theoretical framework of sense of belonging (Strayhorn, 2012), the following research questions guided this study: (1) How do first-generation students experience a first-generation focused student success program? (2) How do first-generation students experience sense of belonging when participating in a first-generation student success program, if at all? (3) How can institutional policies and practices, in the form of a first-generation student success program support the sense of belonging of first-generation students, if at all? Participants included seven college students involved in a first-generation focused student success program at a small, private liberal arts college in the Midwest. Data collection involved institutional, program, and participant level data. Institutional and program data included document review and an interview with the program director. Participant level data included two individual interviews with each of the seven participants as well as observations of the individuals participating in the program. After analyzing the data collected to better understand the participants' experience in the program as well as sense of belonging, four themes were constructed from the data: (1) Helping students navigate unfamiliar structures of the institution, particularly during the initial transition to college, (2) Helping students connect with other people on campus to promote a sense of community, (3) Providing a sense of mattering for students, and (4) Promoting a positive self-identification as a "first-gen" student. The findings of this study confirm the importance of first-generation focused student success programs in developing sense of belonging among the first-generation participants. This study discussed the implications of the findings and directions for future practice and research. Advisor: Elizabeth Kathleen Niehaus
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Keyword:
College; Education; Educational Administration and Supervision; First-Generation College Student; Higher Education Administration; Intervention Program; Sense of Belonging; Student Development; Student Success
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URL: https://digitalcommons.unl.edu/cehsedaddiss/338
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1352&context=cehsedaddiss
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| 7 |
First-Generation College Student Network
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In: Honors in Practice -- Online Archive (2021)
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| 8 |
Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen
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Schastak, Martin. - : Verlag Barbara Budrich, 2020. : Opladen, Berlin, Toronto, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Opladen, Berlin, Toronto : Verlag Barbara Budrich 2020, 457 S. - (Mehrsprachigkeit und Bildung; 4) - (Frankfurt am Main, Univ., Diss., 2019) (2020)
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| 9 |
Exploring the effects of an Afrocentric learning community on the retention of African American students in community colleges: a quantitative study
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In: Theses and Dissertations (2020)
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| 10 |
Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen ...
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| 11 |
First-Year Computer Science Students: Pathways and Perceptions in Introductory Computer Science Courses
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In: Electronic Theses and Dissertations (2020)
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| 12 |
Voices of Success: Exploring Black Male Students’ Perspectives on Their Academic Success
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In: Graduate Theses and Dissertations (2020)
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| 13 |
Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom
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In: Penn Education and Inequality Working Papers (2020)
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| 14 |
Estudio comparativo-causal sobre el éxito en la vida escolar en profesorado de lengua extranjera en formación
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 6 (Especial VI), 2020 (Ejemplar dedicado a: Investigación enseñanza de lengua desde una perspectiva global), pags. 229-253 (2020)
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| 15 |
Journeys Through Rough Country: An Ethnographic Study of Blind Adults Successfully Employed in American Corporations
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In: Dissertations & Theses (2019)
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| 16 |
"We Getting L.I.T.!" - Crossing The Bridge to Mental Healthiness
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In: National Youth Advocacy and Resilience Conference (2019)
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| 17 |
First-Generation College Students of Color’s Success at a Predominately White Institution: Exploring the Influence of Student Engagement in a High-Impact Program
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In: UNF Graduate Theses and Dissertations (2019)
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| 18 |
Organizational Culture in Community Colleges: Making Connections to Diverse Student Success
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In: Graduate Doctoral Dissertations (2019)
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| 19 |
Access and Success in Rigorous Math Courses: English Learners and Reclassified Students in High School
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In: Ed.D. Dissertations in Leadership for Educational Justice (2019)
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| 20 |
Bambine e ragazzi bilingui nelle classi multietniche di Torino
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