The Journal of First-generation Student Success seeks to publish practice articles that are grounded in research and literature and, reciprocally, research articles that speak to practice. The editors seek to review manuscripts and publish articles that are innovative, imaginative, and forward thinking regarding the experiences and outcomes of first-generation college students and the approaches institutions of higher education are employing to serve, matriculate, and complete this population. Through the deep intersectionality of the first-generation identity, the large presence of first-generation students at institutions, and the necessary engagement of both the academic and student services areas for success, this journal offers many opportunities for cross disciplinary collaboration.
While traditional scholarship will be encouraged and accepted, articles that prioritize innovative solutions and advanced thought that disputes deficit-based conversations and propel an asset-based, evidence-driven national narrative, are welcome. Especially encouraged are manuscripts that blend conventional and unconventional scholarly approaches that challenge the traditional paradigm of research methods, analyses, and presentation of data. The journal will consider scholarship that disrupts the traditional first-generation success dialogue, prioritizes the removal of systemic higher education and institutional barriers to success, and encourages topics that encourage cross-community and cross-institutional collaborations for sustained change.
Audience
The NASPA membership represents a broad constituency of entry-level, intermediate-level, and senior-level professionals who are practitioners, scholars, policy makers, faculty, and executive leaders, among others. These educators have responsibility for a wide variety of institutional responsibilities. JFGSS seeks to publish articles that speak to student affairs educators across this broad range of levels and experiences. While the Co-Editors recognize that published articles must be relevant and useful to practitioners, JFGSS also serves faculty, researchers, scholars, and academic leaders. Not all articles will speak to all constituencies all the time. But the Co-Editors are committed to publishing an array of articles that, at some point, will speak to all educators who work in both the academic and student affairs areas of higher education.
Questions about the submission and review process can be directed to the Editorial Assistant.
NASPA members 
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