First-Generation and Racially Minoritized Student Success: Effectiveness of a Framing Intervention

ABSTRACT

In this study, the authors examine the impact of a framing intervention aimed at improving the retention and persistence of structurally disadvantaged students including first-generation, racially minoritized, and those from low-SES families attending a Predominantly White Institution (PWI). Institutional and survey data were used to determine the effectiveness of the intervention. The results demonstrate the importance of a nuanced examination of the predictors of first-generation and racially minoritized student success. We consider the implications of the findings for college practice and policy.

IMPLICATIONS

Very few in-depth empirical studies demonstrate what interventions assist students, particularly FGCS, in returning for their second year. This research can help inform university professionals and faculty on the behaviors and attitudes associated with realized student success. The findings from this research can also assist in understanding the timing and context of interventions that could more effectively influence the attitudes and behaviors associated with success.

KEYWORDS:

• First-generation
• retention
• persistence
• identity: Race
• identity: African American
• types of colleges and universities: Predominately White Institutions (PWIs)

Disclosure statement

No potential conflict of interest was reported by the author(s).