Modifying the deficit driven mindset Maria Walker

-first person in the immediate family to attend college OR students whose parents may have attended college, but did not complete their degree study
"...evidence suggests that first-generation students encounter a lower perceived level of family support, a lower level of importance placed on college by parents, and less knowledge of the college environment and campus values among parents" (McCarron and Inkelas 536).
"Parents communicate expectations and life goals to their children based on their own educational experiences. If a parent has not attended college, he or she may be less likely to see the importance of a college education" (Fallon, 386).
"...students who were first in their family to attend college were less satisfied with the assistance they received from their high school counselor..." (Fallon, 389).
"...a perpetual focus on deficits and gaps has caused us to expect deficiency. It is the norm, so much so that words like “poor” and “uneducated” come to mind before “family-oriented” and “determined” when we think about these students" (Macias).
"...it is logical to conclude that a deficit-oriented mind-set with respect to first-generation students will yield deficit-oriented solutions" (Macias).
"A simple search of “first-generation college students” on many educational databases will highlight deficits ranging from lack of academic engagement and motivation to low self-esteem" (Macias).
"Not only can counselors be influential in helping students choose college, they can be influential in helping students develop a college mindset so that they can consider post secondary education options" (Fallon, 389).
"...stressing the importance of high school course selections, college testing, financial aid, decision making, and values clarification can help students become aware of their options" (Fallon, 390)
"[Colleges] can recruit former first-generation faculty members to advise and mentor students" (Banks-Santilli).
'“Poor” became “grateful.” “Unprepared” became “clean slate.” “Lost” became “opportunity.” “Stubborn” became “perseverance"' (Banks-Santilli).
"With the right support from institutions of higher education, first-generation students can earn their degree, reinvent themselves and reposition their families in positive ways for generations to come" (Banks-Santilli).
"Colleges and universities have the ability to redesign their institutional cultures, teaching practices and academic support services to be more inclusive of first-generation college students" (Banks-Santilli).

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Created with images by Ramdlon - "success failure opposite"

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