First-generation undergraduate researchers
Understanding shared experiences through stories
Bibliographic Data
| ID | 22166344 |
|---|---|
| Authors | Christine M Henrichsen (University of Northern Colorado, corresponding author), Susan M Keenan (University of Northern Colorado) |
| Year | 2023 |
| Volume | 8 |
| Publication date | 2023-07-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2023.1154619 |
| OpenAlex | W4383694940 |
| Language | EN |
| References cited | 46 |
If you want to know a person, you need to know their story. If institutions want to better support their students, they need to know them and therefore need to know their stories. First-generation students—a vital part of our academic communities—model qualities such as hard work, optimism, and perseverance. Academic settings, policies, and hidden curricula present challenges for first-generation students and often result in inequitable outcomes. Undergraduate research experiences (UREs) are one of the resource institutions that have to support these students. Little is known about the first-generation student experience in UREs. Using in-depth interviews, we collected the stories of first-generation biology students who had participated in UREs. A thematic analysis illuminated five themes of shared experiences: what to expect in college, parental support, intent to apply to medical school, mentorship, and becoming a researcher. Stories provide depth and details into these themes that cannot be highlighted using other methodologies. We share detailed accounts of the experiences of two first-generation students. By using portions of the original conversations, the students narrate their stories in their own voices. A dialogical method was used to juxtapose the two stories and to increase opportunities for reader reflexivity and introspection. We discuss how the stories relate to the literature and reflect on the power of that gathering and sharing stories of first-generation students' experiences
Introspection · Mathematics education · Medical education · Mentorship · Pedagogy · Qualitative research · Reflexivity · Social science · Sociology · Thematic analysis · Career Development and Diversity · Innovations in Medical Education · Mentoring and Academic Development · Psychology
Transcription Quality
A Practical Introduction to In-Depth Interviewing
Understanding Narrative Inquiry
First-generation students' academic engagement and retention
Benefits of Undergraduate Research Experiences
Survey of Undergraduate Research Experiences (Sure)
Undergraduate Student-Faculty Research Partnerships Affect Studen Retention
The Role of Motivation, Parental Support, and Peer Support in the Academic Success of Ethnic Minority First-Generation College Students
Effectiveness of social science research opportunities
First-Generation College Students as Academic Learners
Interpretation and Method
Self‐transcendence and life stories of humanistic growth among late‐midlife adults
The Guilt of Success
Storying stories
Critical language teacher education
Racial and Ethnic Diversity in the Classroom
Sample Size Policy for Qualitative Studies Using In-Depth Interviews
Narrative configuration in qualitative analysis
Grit Under Duress
Establishing the benefits of research experiences for undergraduates in the sciences
Becoming a scientist
Qualitative Content Analysis
Quotations in Qualitative Studies
Explicating Positionality
Letters to those who Dare Feel
A Poetical Journey
Why Study People's Stories? The Dialogical Ethics of Narrative Analysis
The science identity and entering a science occupation
| Citation velocity | historical |
|---|---|
| Highly cited | No |