Dominican University of California, San Rafael, CA, USA.
Johns Hopkins University, Baltimore, MD, USA.
Am J Community Psychol. 2018 Jun;61(3-4):386-397. doi: 10.1002/ajcp.12233. Epub 2018 Mar 1.
Attending college is increasingly important to compete in this global world; however, young people whose parents did not attend college are significantly less likely to enroll in and finish college. Formal programs to support first-generation college goers are common, but not scalable to provide support to all young people who need it. Instead, mentoring that naturally occurs on these students' journeys into and out of college may be a more practical avenue for supporting their success. This study investigated the role community members, relatives, and educators play in first-generation college goers' educational outcomes. Data from 4,181 participants of the National Longitudinal Study of Adolescent and Adult Health were used to test differences in supports received between first-generation, continuing-generation, and non-college goers. Results demonstrated that mentorship in adolescence moderated the relationship between parental college attendance and educational attainment in adulthood. Next, findings suggested that first-generation students received less support for identity development from their mentors than continuing-generation students. This study has program implications for facilitating college attendance and fostering the development and success of first-generation students. Moreover, this project continues to concretize an emerging taxonomy of mentoring functions for youth and emerging adults.
在这个全球化的世界中，上大学变得越来越重要；然而，父母没有上过大学的年轻人上大学和完成大学学业的可能性要低得多。支持第一代大学生的正式项目很常见，但无法推广到所有需要帮助的年轻人。相反，在这些学生进入和离开大学的过程中自然发生的指导可能是支持他们成功的更实际途径。本研究调查了社区成员、亲戚和教育工作者在第一代大学生教育成果中的作用。利用全国青少年健康纵向研究中 4181 名参与者的数据，测试了第一代、连续代和非大学生在获得支持方面的差异。研究结果表明，青春期的指导关系缓和了父母上大学与成年后教育程度之间的关系。其次，研究结果表明，第一代学生从导师那里获得的身份发展支持比继续代学生少。这项研究对促进大学入学率以及培养第一代学生的发展和成功具有计划意义。此外，该项目继续为青年和刚成年的人的指导功能制定一个新兴的分类法。
