Helping First-Generation College Students Succeed

Neda Moinolmolki, PhD,is an associate professor of psychology at Albertus Magnus College, committed to transformative pedagogy and equity-focused teaching. She integrates critical theory and research to promote resilience, social agency, and inclusive learning for diverse and at-risk students. Dr. Moinolmolki has mentored numerous student researchers, guiding them to present at conferences and publish in peer-reviewed journals. Her contributions to teaching, mentorship, and scholarship have been recognized with awards, including Advisor of the Year from the College of Coastal Georgia, the Early Career Research Award from the Southeastern Psychological Association, and the Distinguished Contribution to the Science of Psychology Award from the Connecticut Psychological Association. Ranjana Dutta, PhD, is a professor of psychology at Saginaw Valley State University (SVSU). She routinely teaches many first-generation students in her courses (developmental psychology, research methods, cultural psychology) and supervises research. Dr. Dutta highlights the process and its challenges in her article, "From Consumers to Producers: Three Phases in the Research Journey With Undergraduates at a Regional University." Her research on parenting and delay behaviors/procrastination informs her teaching philosophy. She emphasizes self-regulation, accountability, and peer connection for success. A recipient of multiple awards for teaching excellence at SVSU, she has experiences that align closely with this edited volume on first-generation college students. Jerry L. Mize, MA, MEd, NCC, is an instructor and online undergraduate program coordinator in the Department of Psychology at George Mason University, where he teaches statistics, psychopathology, therapeutic communication, and stress and coping. He is a doctoral candidate in counselor education and supervision at the University of the Cumberlands and a resident in counseling with a clinical focus on sexuality, relationships, identity development, and trauma. His scholarship examines counselor competence, clinician discomfort, and sexuality training in counseling, using quantitative methods to advance evidence-based practice. Mr. Mize publishes, presents nationally, and contributes to professional leadership and editorial service within counseling scholarship. Aurora I. Ramos Nunez, PhD, is an associate professor of psychology and student success coordinator at the College of Coastal Georgia. She earned her doctorate in developmental psychology from the University of Houston and has published in leading journals, including Brain and Language and Journal of Cognitive Neuroscience. Dr. Ramos Nunez is dedicated to mentoring first-generation students through high-impact practices such as service-learning and undergraduate research, empowering them to present at conferences and publish scholarly work. Her commitment to equity and student success aligns with APA's mission to advance evidence-based strategies for supporting first-generation college students. Sasha N. Cervantes, PhD, earned her doctorate in cognitive psychology with a minor in neurobiology from the University of Chicago. She is an associate professor of psychology at Governors State University. Her research interests include memory accuracy and false memory, normal cognitive aging, creativity, the scholarship of teaching and learning, as well as student cocurricular engagement and belonging. Dr. Cervantes has earned awards for excellence in undergraduate teaching and advising. Through her teaching, service, and research, she aims to increase student engagement, support student growth and belonging, improve first generation student graduation rates, and post-graduation outcomes for all her students. H. Russell Searight, PhD, MPH, is professor of psychology at Lake Superior State University. He earned his PhD in clinical psychology and an MPH from Saint Louis University. He has held faculty positions at Saint Louis University, Southern Illinois University-Edwardsville, and Saint Louis University School of Medicine. He has received multiple awards for teaching including the 2011 Distinguished Teacher from Lake Superior State University. Dr. Searight has published 200 articles and chapters and authored or edited 10 books. His interests include medical ethics, educational assessment, social determinants of health, and first-generation university students.

Acknowledgments Introduction: Leveraging First-Generation Strengths in the Classroom and on Campus Russell H. Searight, Ranjana Dutta, Sasha Cervantes, Aurora Ramos-Nunez, Neda Moinolmolki, and Jerry L. Mize Part I. Strategies for Use in the Classroom Chapter 1. Using Photovoice to Engage and Empower First-Generation Students Lucy E. Napper, Margaret Munley Stone, Princess O. Neely, Laura C. Wolter, and Anthony Di Santo Chapter 2. Creating Need-Supportive Online Classrooms: Motivational Approaches to First-Generation Student Engagement and Learning Kathryn E. Frazier, Colleen J. Sullivan, Nicole M. Rosa, and Jacquelyn N. Raftery-Helmer Chapter 3. Using Transformative Experience to Facilitate Perceived Usefulness and Personal Relevance Among First-Generation College Students Jacqueline A. Goldman, Benjamin H. Heddy, and Alison C. Koenka Chapter 4. First-Generation Student Success Starts With CARING: Compassionate, Approachable, Relational, Invested, iNviting, and Growth Mindset Michelle M. Robbins and Han M. Tran Chapter 5. Supporting First-Generation Student Success Through a Food Justice Service Learning Project Bonnie I. Pepper and Joshua Abreu Chapter 6. Learning as a Shared Responsibility: Using Ungrading to Leverage First-Generation Graduate Students' Funds of Knowledge and Promote Self-Efficacy Sonja Ardoin Part II. Strategies for Use Beyond the Classroom Chapter 7. Using Culturally Responsive Approaches in Faculty Advising for First-Generation, Master's-Level Graduate Students Avery B. Olson and Lindsay Sterk Chapter 8. Institutionalizing First-Generation Student Feedback To Strengthen University Support Giselle Laiduc, Ibette Valle, and Rebecca Covarrubias Chapter 9. Changing the Narrative of "First-Gen" Through the Institutional Lens: Examples from a Student Success Program Jennifer Stripe-Portillo, Breeda McGrath, and Felice Mayes Chapter 10. Building Cultural Wealth for First-Generation College Students in STEM Using a Cohort Model Amanda Ruiz, Jane Friedman, Carla Penha Vasconcelos, Drew Talley, Odesma Dalrymple, Paula Krist, and Perla Myers Chapter 11. Cultivating Spaces for First-Generation Communication Sciences and Disorders Students: Coordinated Engagement Opportunities Erica Ellis and Gabriela Simon-Cereijido Chapter 12. Increasing Retention and Fostering a Sense of Belonging in First Year First-Generation College Students Through Peer Mentorship Christine Smith and Myah Henderson Chapter 13. Learning the Unwritten Rules: A Culturally Tailored Difference-Education Intervention for First-Generation College Students Gerardo Ramirez, Leslie J. Remache, Giselle Laiduc, Matthew Jackson, Rebecca Covarrubias, and Ji Y. Son Chapter 14. Coffee with a Professor: Building Relationships for First-Generation Success Matt Daily and Randy Hetherington Chapter 15. Inspiring and Empowering Students Through First-Generation Panelists Ryan M. Pickering Conclusion: Institutional Transformation to Support First-Generation College Students Neda Moinolmolki, Ranjana Dutta, Sasha Cervantes, Russell H. Searight, Aurora Ramos-Nunez, and Jerry L. Mize Index About the Editors