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Journal of First-generation Student Success is a peer-reviewed journal published by Taylor & Francis, covering Higher Education Research Studies, Mentoring and Academic Development, Career Development and Diversity.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Journal of First-generation Student Success 12 (3): 45–58.
Formats any DOI in Journal of First-generation Student Success style. No sign-up. |
| Publishes research in | Higher Education Research Studies Mentoring and Academic Development Career Development and Diversity Critical Race Theory in Education Higher Education Practises and Engagement |
| ISSN | 2690-6015 |
| Citation impact (2-yr) | 1.01 |
| h-index | 11 |
| i10-index | 13 |
| Total citations | 468 |
| Top institutions publishing here | University of Minnesota |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Research on first-generation doctoral students and Black doctoral students have largely remained separate despite the significant overlap in the two populations. With almost half of Black doctoral students identifying as first-generation, it is critical for higher education and student affairs (HESA) faculty and institutional leaders to understand the intersectional experiences of these students to successfully…
Minoritized students — low-income, first-generation students of color — leverage skills when navigating higher education. Yet, institutions often misrecognize this navigational capital, rendering it invaluable and missing an opportunity to learn from students. We explored how 16 first-year minoritized students — who participated in a counterspace aimed to affirm their experiences — translated their navigational…
Role models improve outcomes for historically marginalized students by demonstrating that similar others are capable of success. Yet, little research has examined the impact of first-generation role models. The current studies investigate whether highlighting first-generation faculty increases first-generation students’ help-seeking intentions and belonging. Compared to continuing-generation students, first-generation students demonstrate higher relatability, intention to visit…
The complexities of the first-generation college student journey may change how these students experience well-being — both what contributes to and detracts from it. As such, this study was conducted to deepen understanding of first-generation college students’ lived experiences in relation to their well-being. This work shares findings from an interpretive, constructivist qualitative study grounded…
We analyzed data from 7,269 first-generation college students enrolled at nine large, public research-intensive universities who completed the Student Experience in the Research University (SERU) COVID-19 survey. In our sample, 40.3% of first-generation students experienced clinically significant symptoms of major depressive disorder (MDD) and 44.6% experienced clinically significant symptoms of generalized anxiety disorder (GAD)—figures higher…
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