Jasmine L Whiteside
Biographic Data
| ID | 286905 |
|---|---|
| NAME | Jasmine L Whiteside |
| GIVEN NAMES | Jasmine L |
| FAMILY NAME | Whiteside |
| SIGNATURE | WHITESIDE J L |
| AFFILIATIONS | University of Louisville |
| ORCID | 0000-0001-9384-3688 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
First‐Generation Inequalities, Adaptation, and Resilience
First‐generation college students face systemic barriers to persistence, including lower campus engagement, delayed graduation, and higher departure rates compared to their continuing‐generation peers. While these disadvantages are well documented, less is known about how first‐generation students adapt to institutional contexts laden with inequality. Drawing on longitudinal qualitative interviews with 55 first‐generation students at a large publ…
Obtaining and Maintaining Support
As degree attainment remains one of the more accepted pathways toward upward social mobility, first-generation students are pursuing post-secondary degrees despite being uniquely vulnerable to obstacles that undermine their higher educational enrollment, retention, and later attainment. Universities have introduced scholarship programs as targeted intervention strategies to reduce some common educational obstacles; however, little is known about …
Race, ethnicity, and stratification within the first-generation student experience
Students are embedded in intersecting structural and cultural contexts that differentially constrain and enable their opportunities and aspirations. The educational experiences of first-generation students differ from the traditional narrative of continuing-generation students. Yet, few scholars have been able to capture potentially distinct educational experiences by the race or ethnicity of first-generation students. Using longitudinal qualitat…
Academic Apartheid
One Size Fits All? Gender, Race/Ethnicity, and Happiness in Schools
Background/Context While an abundance of evidence demonstrates how unequal conditions in schools contribute to unequal learning outcomes, the extent to which students’ affective experiences of schooling reflect similar incongruences warrants further inquiry. Framing this discussion are empirical accounts and popular narratives of schools as socializing institutions that ascribe particular gendered, racialized, and otherwise socially defined ident…
Becoming Academically Eligible
Scholarship on first-generation students from rural areas has largely analyzed educational barriers to college going and completion rather than acknowledge the unique matriculation process and sources of support that aid in circumventing educational barriers. Building on prior educational mobility literatures and utilizing an anti-deficit achievement framework, I draw from 20 in-depth interviews with first-generation, rural students to analyze su…
Becoming Academically Eligible
Scholarship on first-generation students from rural areas has largely analyzed educational barriers to college going and completion rather than acknowledge the unique matriculation process and sources of support that aid in circumventing educational barriers. Building on prior educational mobility literatures and utilizing an anti-deficit achievement framework, I draw from 20 in-depth interviews with first-generation, rural students to analyze su…
Academic Apartheid
First‐Generation Inequalities, Adaptation, and Resilience
First‐generation college students face systemic barriers to persistence, including lower campus engagement, delayed graduation, and higher departure rates compared to their continuing‐generation peers. While these disadvantages are well documented, less is known about how first‐generation students adapt to institutional contexts laden with inequality. Drawing on longitudinal qualitative interviews with 55 first‐generation students at a large publ…
Race, ethnicity, and stratification within the first-generation student experience
Students are embedded in intersecting structural and cultural contexts that differentially constrain and enable their opportunities and aspirations. The educational experiences of first-generation students differ from the traditional narrative of continuing-generation students. Yet, few scholars have been able to capture potentially distinct educational experiences by the race or ethnicity of first-generation students. Using longitudinal qualitat…
One Size Fits All? Gender, Race/Ethnicity, and Happiness in Schools
Background/Context While an abundance of evidence demonstrates how unequal conditions in schools contribute to unequal learning outcomes, the extent to which students’ affective experiences of schooling reflect similar incongruences warrants further inquiry. Framing this discussion are empirical accounts and popular narratives of schools as socializing institutions that ascribe particular gendered, racialized, and otherwise socially defined ident…
Becoming Academically Eligible
Scholarship on first-generation students from rural areas has largely analyzed educational barriers to college going and completion rather than acknowledge the unique matriculation process and sources of support that aid in circumventing educational barriers. Building on prior educational mobility literatures and utilizing an anti-deficit achievement framework, I draw from 20 in-depth interviews with first-generation, rural students to analyze su…
Academic Apartheid
Race, ethnicity, and stratification within the first-generation student experience
Students are embedded in intersecting structural and cultural contexts that differentially constrain and enable their opportunities and aspirations. The educational experiences of first-generation students differ from the traditional narrative of continuing-generation students. Yet, few scholars have been able to capture potentially distinct educational experiences by the race or ethnicity of first-generation students. Using longitudinal qualitat…
First‐Generation Inequalities, Adaptation, and Resilience
First‐generation college students face systemic barriers to persistence, including lower campus engagement, delayed graduation, and higher departure rates compared to their continuing‐generation peers. While these disadvantages are well documented, less is known about how first‐generation students adapt to institutional contexts laden with inequality. Drawing on longitudinal qualitative interviews with 55 first‐generation students at a large publ…
Obtaining and Maintaining Support
As degree attainment remains one of the more accepted pathways toward upward social mobility, first-generation students are pursuing post-secondary degrees despite being uniquely vulnerable to obstacles that undermine their higher educational enrollment, retention, and later attainment. Universities have introduced scholarship programs as targeted intervention strategies to reduce some common educational obstacles; however, little is known about …
Sociology (6 works) · Higher Education Research Studies (4 works) · Psychology (4 works) · Gender Studies (3 works) · Academic achievement (2 works) · Economic growth (2 works) · Economics (2 works) · Educational attainment (2 works) · Ethnic group (2 works) · Gender Studies (2 works)