Perceived Faculty Support in Freshman Year Boosts First-Generation College Students’ Belonging and Persistence in Science
Authors: Garam Lee, Gregg Muragish, Christina Curti, Jeanette Zambrano, & Dustin Thoman
Differences in family background and culture contribute to belonging concerns for first-generation students during their transition to college (Stephens et al., 2012; Harackiewicz et al., 2016). We investigated whether variability in students’ on-campus experience, in particular perceived faculty support, in the first semester of college predicts changes in belonging and science interest. Results from a longitudinal study of freshman science majors (N = 546) revealed that, controlling for baseline expected faculty support and belonging, perceiving science faculty as more supportive after their first semester predicted greater belonging for first-generation (but not continuing-generation) students. Additionally, greater belonging mediated effects on greater science career interest at the end of second semester.
Time & Location:
American Educational Research Association (AERA) 2017 Annual Meeting | San Antonio, TX
Fri, April 28, 2:15 to 3:45pm
Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 1