The University Of Louisville Lacks A Living Space Solely For The First Generation Students

The article “Motivating Firs-Generation Students For Academic Success and College Completion” by Tanjula Petty describes the additional challenges first generation students have to overcome while attending college. A well-heeled diversity and world of opportunities are a few of the positive outcomes of attending college. According to Tanjula Petty (2014), “Yet, the most cited and widely used definition for first- generation students is someone whose parents has not completed a college degree”. Students whose parents did not acquire a college degree, have a lack of support at home. Their family members are not equipped to provide information required for college difficulties students may have. They lack knowledge and resources that students that students with college-educated parents have. The article states that these students are less psychologically prepared for college. Many low-income families do not understand the benefits of graduating from college. First generation students spend more time working and less time studying unlike their classmates. (Petty 2014) Coming from low-income families, many of these students have to divide their time between college and working. Leading students to prioritize money before school. Many work full time while going to school. Working more hours than studying can potentially harm students ' success.

Housing is one of the most pressing issues facing communities today. It effects practically all demographics, especially students, minorities, and low-income workers. College towns are often face the toughest challenges, with many students experiencing an extremely high cost of living. Without a detailed housing plan drafted by community members there is no chance of improving the conditions of housing or their related expenditures. So, what should be done about housing in college towns? How can we hope to provide for a municipality’s citizens while keeping costs down? Can neighboring institutions and cities assist or should they give communities the autonomy to improve themselves? The answers, I hope, will be found within the rest of this essay.

Thesis Statement: College students come from all different types of backgrounds. Most come directly from high school, some are returning from a period of "finding themselves", some are trying to climb the corporate ladder, and then there are "moms" who want to start a career now that their children are in school. Regardless of their origins, college students come in all shapes and sizes and each easily identifiable from a mile away.

First generation college students are those who are seeking to be the first in their family to earn a degree, according to UCLA. First- generation students can come from low, middle, or high income families without a history of going to college. Families of first generation students can either be supportive of the students plan for a high education or make them feel family pressure to enter the workforce right after high school like they did. First generation students often do not know their options regarding higher education and have fears about going to college and it’s cost. Currently, 42% of UC undergraduates are first generation.

Study conducted by Hicks (2006), compared educational barriers of first-generation to non-first-generation students; first-generation students had dissimilar expectations of college, poorer academic abilities, lack of social preparation, lack of self-esteem, and more financial constraints (Hicks, 2003; Thayer, 2000).

The first determinant of one’s fate is their family’s background. Almost none of the children from low-income families made it through college. With the expenses of college today, I’m actually not surprised by that statistic. Of the children from low-income families, only 4 percent had a college degree at age 28, compared to 45 percent of the children from higher-income backgrounds. "That 's a shocking tenfold

Therefor 0.3 or 30% of first year students will live in a dormitory and graduate college.

First generation immigrants face many issues while they are in the public education system, but their issues are greater when they decide to continue their schooling. The access to higher education for first generation immigrants is limited. The biggest concern for them is the affordability of post secondary education. Immigrants

A first-generation college student is the first person in a family to attend college or any type of secondary education. This title “first-generation college student” has created a stigma for so many students making their time in college more difficult than someone who has come from a family of college graduates. First-generation college students often find themselves lost and without the edge of students who come from parents and/or siblings who went to college.

Although seemingly mundane, even dorm room selection processes can be a source of social capital . Disparities in dorm room selection separate middle class students from working class students, who are often first-generation. Furthermore, middle class students gravitate towards housing options that support university involvement and social opportunities while working class students share spaces with other disadvantaged students who lack information pertaining to school involvement . This begs the question, how do first-generation college students activate social capital if manifested exclusionary practices pervade higher

At first glance it might appear that a study of first generation students would naturally reflect a racial relationship and race would be the “ism” that is most influential on first generation students’ university attrition. This is especially true when the focus of the study is turned toward historically black colleges and universities. Additionally, a case could be built for the racial “ism” aspect of the study by focusing on the history of HBCU and the large concentration of first generation African Americans that attend predominately Black schools. However, in developing the idea for the proposed research, the “ism” which has the most meaning and connectivity to the topic is classism.

I want to understand how these students navigate the institution of education that primarily serves students with greater stock in cultural capital. How do they mold themselves into the archetype of a college student and is equilibrium with their continuing-generation counterparts achievable? I am interested in how first-generation college students, along with other marginal students, reframe their identities while their environment is in

First-year generation students defined as students for whom either the father or mother has not

Mulhern et al. (2015) quoted, “As part of the special American dream of ‘equal opportunity for all,” public higher education also plays a critical role in seeking to eliminate, or at least narrow, gaps in opportunity between young people born in different socioeconomic circumstance.” If the current climate in higher education continues; it will have a negative impact on narrowing the gap of educating students from lower income families.

The metropolitan or urban university is one of the newer institutional models within the American higher education system (Whitney, 2005). Initially, a group of academic leaders from t thirteen urban institutions formed an alliance called "the Urban 13" and began meeting regularly to discuss how their institutions were different from all other institutional models (Whitney, 2005). Internationally institutions of higher education have maintained their importance for both their regional and national economies and wellbeing. Even our European counterparts have increased their attention and debates on the need for higher education institutions, with some concentrating on having fewer institutions with a higher quality. As I young institution, only forty-seven years old, Indiana University-Purdue University Indianapolis (IUPUI) has and is continuing to go through growth and establishing an identity as a regional campus. For this paper I will focus on Housing and Residence Life at Indiana University–Purdue University Indianapolis, and how it has grown since its inception. strategic management within the Division of Student Affairs, is the ongoing development of on-campus housing options for students. Housing and Residence Life directly impacts student retention through programming, leadership opportunities, and product design. National research consistently shows living on-campus results in students earning higher GPAs, reporting higher levels of college