First-generation students’ privacy management rules with parents: Advocating for a relational ethic of listening through critical communication pedagogy
The Discourse of Special Populations: Critical Intercultural Communication Pedagogy and Practice
First generation (FG) students constitute a large and growing population in higher education (Bradbury & Mather, 2009; Engle & Tinto, 2008). Despite the fact that nearly 61% of college students have parents who have not completed a four-year college degree (U.S. Department of Education, 2010), this cohort continues to be overlooked and underserved by institutions of higher education. Previous scholarship has found that FG students report having less family income and support, are more likely to attend high schools that do not prepare them adequately for university life, are more likely to work off-campus jobs, are more likely to report higher levels of stress, and are more likely to be discriminated against than their continuous generation (CG) counterparts (Penrose, 2002; Soria & Stebleton, 2012; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996). These studies show that FG students face unique challenges when pursuing a four-year degree and have prompted researchers to understand how to make enrolling into, and staying in, college more accessible to this group of students.
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UNI ScholarWorks, Rod Library, University of Northern Iowa
McFarlan, Alyssa; Abrego, Walter; Eder, Sherokee; Hernandez, Crystal; Koch, Sara; and Kyle Rudick, C., "First-generation students’ privacy management rules with parents: Advocating for a relational ethic of listening through critical communication pedagogy" (2017). Faculty Publications. 946.