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From Academic Survival to Personal Thriving
2
From Academic Survival to Personal Thriving
- Charlie Johnson, Indiana University Purdue University Indianapolis
-Tara Strong, Merrimack College
Any thoughts or questions? Email us!
Charlie Johnson:
chajohns@iupui.edu
Break into groups
Five human flourishing concepts
Tara Strong:
Strongt@merrimack.edu
-Self-efficacy
-Paradoxical theory of change
-Self-concordance
-Social and cultural capital
-Self-awareness
L.I.F.G- Lower Income First Generation Students
Observable Characteristics in the classroom
How do these concepts link to traditional academic success?: personal responsibility, self-management, self-motivation, and goal setting.
Concurrent Session Overview
First Generation College Students May:
- Be Reluctant to speak up in classroom discussion
(Hayes, 1997; McConnell, 2000; Strayhorn, 2006)
* This doesn't mean that they wont, just that it induces discomfort.
- Experience the "Imposter Phenomenon", "Survivor Guilt" and lack "cultural capital" essential for student success
(Davis, 2010)
- Prefer personal interaction and instruction by faculty that encourage student participation
(Richardson and Skinner, 1992)
-Need personal attention from staff and faculty
(Davis, 2000)
Lower Income First Generation College Students:
Encounter all of the above observable characteristics yet have financial stressors in addition.
" ...when first generation students are also low- income - 18.0% of them report family income in the lowest quartile- They do get a double whammy. ( Davis, 2010, p.3)
- L.I.F.G- Lower Income First Generation College Students
- Five human flourishing concepts central to student success
- How do these link to traditional academic success concepts?
- Your turn: 5 working groups to discuss and apply
- Questions and evaluations