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    Toward a Culture of First-Generation Student Success: An Analysis of Mission Statements From First-gen Forward Institutions

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    Name:
    PressimoneBeckowskiEtAl-PostPr ...
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    Genre
    Post-print
    Date
    2021-08-09
    Author
    Pressimone Beckowski, Catherine cc
    Winfield, Jake cc
    Department
    Policy, Organizational and Leadership Studies
    Subject
    First-generation college students
    Organizational culture
    Inclusion
    Mission statements
    Content analysis
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/8414
    
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    DOI
    https://doi.org/10.1080/26906015.2021.1930291
    Abstract
    Institutions of higher education continue to seek ways to engage first-generation students. This content analysis of the 157 mission statements of First-gen Forward Institutions explores how the articulation of institutional priorities can signal or promote a success-oriented culture and inform campus-wide approaches to first-generation student success. We identify four predominant themes--student learning experiences; community-serving; diversity and inclusion; and access and affordability--that may help guide unified, mission-centric efforts to develop resources and opportunities that resist deficit-based assumptions about first-generation students and that reflect an institutional commitment to student success.
    Citation
    Catherine M. Pressimone Beckowski & Jake D. Winfield (2021) Toward a Culture of First-Generation Student Success: An Analysis of Mission Statements From First-gen Forward Institutions, Journal of First-generation Student Success, 1:2, 73-91, DOI: 10.1080/26906015.2021.1930291
    Citation to related work
    Taylor and Francis Group
    This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of First-generation Student Success on 2021-05-04, available online: https://www.tandfonline.com/10.1080/26906015.2021.1930291.
    Has part
    Journal of First-generation Student Success, Vol. 1, 2021, Iss. 2
    ADA compliance
    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
    ae974a485f413a2113503eed53cd6c53
    http://dx.doi.org/10.34944/dspace/8381
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