First-generation students in rural communities: A study of effective programming components that support closing the excellence gap

ABSTRACT

Large numbers of young people from underserved populations, including first-generation, low-income, and rural, are clearly capable of high levels of achievement but are failing to do so owing to lack of access and opportunities. The purpose of this study was to determine what characteristics of the Health Science Technology Academy (HSTA), a program designed to successfully mediate risk factors for high-achieving students from disadvantaged backgrounds, were critical to student success. With a specific focus on first-generation and non-first-generation students, results of descriptive statistics, chi-square, and ANOVA indicated first-generation students had slightly higher intentions to attend college and higher initial interest in pursuing a career in health sciences, and they perceived out-of-school experiences, such as field trips, as more influential in increasing their interest in pursuing a career in health sciences than non-first-generation students. Implications and future directions are discussed.

KEYWORDS:

• First-generation college-student
• excellence gap
• enrichment programming
• STEM education
• gifted education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research was supported by a grant from the Education Research Service Projects Program of the American Educational Research Association.

Notes on contributors

Carla B. Brigandi

Dr. Carla Brigandi is an Assistant Professor at West Virginia University where she teaches graduate and undergraduate courses in Educational Psychology, Creativity, and Research Methods. Dr. Brigandi’s scholarship is focused on improving educational opportunities for students who have high academic ability, including use of evidence-based enrichment practices, teacher professional learning, and STEM opportunities for students who live in rural and low SES communities.

Karen Rambo-Hernandez

Karen E. Rambo-Hernandez is an Associate Professor in the Department of Teaching, Learning, and Culture in STEM Education at Texas A&M University. Her research interests include novel applications of multilevel modeling and growth modeling, the assessment of educational interventions to improve STEM education, and access for all students— particularly high achieving and underrepresented students— to high quality education.

Jeremy Schwartz

Jeremy Schwartz is a fourth year Doctorate of Audiology student at West Virginia University. He graduated from West Virginia University with a Bachelor’s of Science degree in the field of Communication Sciences and Disorders. He is currently completing his clinical externship year at Charlotte Eye Ear Nose and Throat Associates (CEENTA) in Charlotte, NC. His research interests include equity and diversity in STEM.