Codujota's Theory of First Generation Low Income Students:

THEORIES OF COLLEGE STUDENT DEVELOPMENTSALEM STATE UNIVERSITY NOVEMBER 20, 2014

Take a Walk…in their shoes.

Statistics and Reasoning u Among students who performed in the top third on standardized

tests, low income students are five times more likely to skip college than high income students.

u While 50% of people from high income families earn a Bachelor's degree by age 25, only 9% from low income families do.

u First-generation college students are more than twice as likely to leave college without earning a degree than students whose parents have college degrees (43% to 20%)

Akerheilm, K., et al. "Factors related to college enrollment: Final report." 1998. In Thayer, P.B. (2000). Retaining first generation and low income students. Opportunity Outlook, 2-8.

Choy, S. "Students whose parents did not go to college: Post-secondary access, persistence, and attainment." 2001. In Pell Institute. (2006). Straight from the Source: What works for first-generation college students. Washington, DC.

Martha J. Bailey and Susan M. Dynarski, “Inequality in Postsecondary Attainment,” 2011. In Executive Office of the President. (2014). Increasing college opportunity for low-income students: Promising models and a call to action. Washington, DC: U.S. Government Printing Office

Codujota’s Theory of First Generation Low Income Studentsu Based on the premise that areas of concerns are unique and

affect the holistic development of the student.u Three specific areas of concern are:

u Financial Concerns (Bill, Credit, Loans, Employment, etc.)u Academic Concerns (Credit Hours, Workload, Support, etc.)u Belonging Concerns (Family, Friend, Partner Support, etc.)

u Students achieve their own unique ‘equation’ of these three areas for concern based on a numerical assessment of their personal situation.

The FAB Scale

Financial Academic Belonging

Total Competence

0

10 10 10

0 0

0 30

Financial

u Paying for CollegeuHow am I going to afford this whole thing?

u Paying for LifeuHow can I make this work from day to day?

Financialu Paying for College

uStressorsuThe college application process is full of hidden feesu"Tuition" is a fraction of the total costuAid often declines after the first yearuAnnual reapplication is a scheduled reminder

uSupportsuFederal grants, low-interest loans availableuAid counseling available

Financialu Paying for Life

uStressorsuEssentials: Meals, Books, Laptop, Transportation,

Clothes, Project MaterialsuImportants: Cell Phone, Social OutingsuNecessary Evils: Job/Work Study

uSupportsuSubsidies for EssentialsuNurturing Social NetworkuRaise/Extra Shift/Second Job

Financial Scale

High Competence

Mid Competence

Low Competence

Student is rarely concerned with finances. Not a real source of stress, even occasionally.

Student feels reasonably settled financially. Occasionally must deal with difficulties, but

needn't be preoccupied with them.

Student's financial well-being is a significant source of stress. Frequent struggles with short-

and long-term finances.

5

10

0

Academicu Institution

u How does the college or university itself help or hinder academic success?

u Familyu How does family consciously or subconsciously affect academic

success?

u Worku How do work commitments affect the amount of time or energy

needed for academic work?

AcademicInstitutionSupportu Programs, career counselors, and tutors readily available

and sensitive to student situation

Stressoru Institution lacks programs or experience with first gen

studentsu Lacks academic support programs

AcademicFamilySupportu Family members support and do their best to understand

students pursuitsu Understand student may be less available for family activities

Stressoru Lack of understanding or support of students academic pursuitsu Pressure and guilt regarding family matters placed on student

AcademicWorkSupportu Flexibility of scheduleu Empathetic employer/co-workersu Stability of positionStressoru Threatened to lose jobu Non-empathetic employer/co-workersu Physically or mentally exhausting job

Academic Scale

High Competence

Mid Competence

Low Competence

Student has the ability to focus on academics, and puts in the time, energy, and effort needed to achieve the best grades possible. Is satisfied with the work accomplished.

Student struggles with academics and having the time and energy to put into them. Grades may fluctuate, as will students self approval of work done.

Student lacks the time, energy, and ability to focus on academics and receives low grades. Feels unsatisfied with the work done.

5

10

0

Belongingu Family

u Is the family supportive?uWhat role do they play in the college experience?

u FriendsuWho are they?uWhat do they do?

u Campus Involvement uWhat is the student involved in?uHow active is their commitment?uWhere does such a commitment come from?

Belongingu FAMILY

u Support:uFamily is proud of student and encourages them to do welluThey maintain constant contact and wish to be informed of

student's experienceuThey assist with finances or encourage/assist student in maintaining

his or her ownu Stressor:

uFamily is frustrated at students enrollment and are unsupportive of the decision

uThey have little to no presence in students lifeuAll financial needs are to be undertaken by the student

Belongingu FRIENDS

uSupport:uFriends remain close to the student and relive other stressorsuThey accept student for who they are, regardless of other

factors (educational attainment, financial background, etc.)

uStressor:uFriends are vast and varied and it is difficult for the student

to ascertain their level of emotional commitmentuFriends seem to critique the student, point out his or her

flaws, and seem to insist that student change certain aspects of themselves.

Belongingu INVOLVEMENT

uSupport:uStudents choice to join clubs/organizations was the result of

his or her own decision and passionuThere is a sense of fulfillment from participation on campus

uStressor:u Student feels little to no attachment to

clubs/organizations. They joined for alternative reasons other than desire or passion

uActivities of campus involvement are viewed as mundane and non-beneficial. (This may be reflection of other members or students)

"A feeling of belonging is crucial, especially for first generation students or those who might have trouble

adapting to the college environment. The purpose of [the office of] Student Involvement [and Activities] is to find ways to reach out to those students and engage them. Becoming

involved on campus through a club helps to build connections.....[students will] make friends and have

something to look forward to."-Rebecca Jimenez, Director of Student Involvement and Activities, Salem State University

Belonging Scale

High Competence

Mid Competence

Low Competence

Student has high support from both family and friends. They feel a strong connection to the

campus

Student receives some support from family and friends, though can I time feel distanced from

them and the college environment.

Student has little or no outside support. There is constant pressure from family. Friends are

limited or unaccepting. Campus feels foreign.

5

10

0

FAB Total Competence Scale

30200 10

High CompetenceMid CompetenceLow Competence

Student is doing exceptionally well in all areas of concern and should be offered support as needed. An area may still be of concern and

resources should be directed to enhance.

a. managing all areas of concern with successes and failures along the way.

b. mastering one (or two) areas while struggling in the second and/or third.

Student is struggling with multiple areas of concern and may require numerous resources

to achieve educational goals originally created. Student is at risk of departing.

Student Profiles

Cindy Rella

0

2

4

6

8

10

Financial Academic Belonging

Tim Puzzle

0

2

4

6

8

10

FINANCIAL ACADEMIC BELONGING

Poco Jontas

0

2

4

6

8

10

Financial Academic Belonging

Vol DeMort

0

2

4

6

8

10

FINANCIAL ACADEMIC BELONGING

Erikson’s Identity Development Theory

uDevelopment spans a person’s entire lifeuDevelopment is based on the influence of the

external environment as well as internal dynamicsuStages

uEach stage is distinguished by a psychological crisis or turning point that must be resolved by balancing the internal self and the external environment.

uEach crisis must produce a developmental change in order for the person to grapple with later developmental crises.

ERIKSON CODUJOTAStage Five: Identity vs.Identity Diffusion (Confusion)

Defining the Self:vEstablishment of core sense of self, values, beliefs, and goals.

Diffusion:Struggles with developing their core sense of self may experience confusion and insecurities about themselves and their relationships with others

vLack of clear sense of self or purpose

Defining Competence:vAm I capable?vIs this worth it?vWhat is my drive?

Low Competence:vResults from negative answers from the above questions

vLack of supportvLack of confidencevLimited resourcesvInability to manage stressors

Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.

ERIKSON CODUJOTAStage Six:Intimacy vs. Isolation

Establishing IntimacyvConnecting personal identity to another'svCreation of intimacy and committed relationships

Distantiationv“..the readiness to repudiate, to isolate, and if necessary, to destroy those forces and people whose essence seems dangerous to one’s own”

IsolationvLack of strong sense of identity leads to difficulty building relationships and results in emotional stress and isolation

Establishing CompetencevBeing able to manage stressorsvBecoming independent in achieving competence through available supportsvElimination of specific stressors

Lack of CompetencevStressors are too overwhelmingvLack of confidence or drive to utilize available supportsvFocus on specific competence, rather than rounding them all

Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.

Chickering’s Theory of Identity Development

u Development occurs uniquely for each student.u Constant revaluation of each area to ensure

competence in each area.u Vectors work together and build on each other.u Recalls emotional, interpersonal, ethical and intellectual

aspects of development.u Three Tined Pitchfork & Handle Model relates to

Codujota’s FAB Scale leading to Total Competence.

Chickering’s Theory of Identity Development

Codujota’s Theory of First Generation Low Income Students

Vector 1: Developing Competence

Student develops intellectual & interpersonal competence as well as physical & manual skills . This development is fueled by

confidence.

What do I need to know? Who do I need to know and what must I do to be successful?

What is the source of my confidence?

Vector 3: Moving Through Autonomy Toward Interdependence

Student develops emotional independence, free from the need of constant praise and reassurance. Students become self-dependent, able to solve their own problems and mobile. Students also realize their place in relation to others and the

importance of their relationships.

Student distances self from the need of constant support, but seeks healthy relationships that will support their

academic success. Total Competence depends heavily on support and resources that benefit student, while still maintaining

ownership of their experience.

Vector 4: Developing Mature Interpersonal Relationships

Student develops interpersonal and intercultural knowledge and acceptance of their place in society. Student develops the ability to pursue long term relationships with others and respects individuals for who they are, with similarities and

differences.

Students are able to accept their own lived reality and background as it defines them in an effort to increase belonging and possibly academic identity on campus. Friends and

support groups are important and can further success and lead to degree

completion.

Chickering’s Theory of Identity Development

Codujota’s Theory of First Generation Low Income Students

Vector 5: Establishing identity

Student acknowledges differences in identity based on gender, ethnicity and sexual orientation amongst others. Student has developed a comfort with who they are and

what makes them unique and special.

Students are able to establish high total competence in their development as a college student. They realize how their

individual experiences can impact their successes or struggles as a student.

Vector 6: Developing Purpose

Student defines themselves as a professional and a positive contributor to society. The student realizes that they are

valuable to others and that their actions with colleagues can make or break them. They have a life purpose and a calling.

Student receives high levels of support and finds their own balance of the FAB

Scale, leading to high total competence. Student comes into their own and

develops holistically as a college student and values their drive and motivation.

Bridging the Gapsu MMSI/MIE u Student Servicesu White House Initiative (January 2014)

u TransparencyuUp-front investment, payment optionsuBuilding groups supports (Posse Foundation)

Limitationsu Difficult to ascertain whether the three factors are equal in

their influence

u Not all first generation/low socioeconomic students are the same (as seen in video clip).

u Other variables (student age, gender, and ethnicity) are not taken into account and may change the equation.

u Total Competence is not homogeneous and may appear different in different cases.

References:Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student

development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.

Executive Office of the President (2014). Increasing college opportunity for low-income students: Promising models and a call to action. Washington, DC: U.S. Government Printing Office.

Pell Institute (2006). Straight from the source: What works for first-generation college students. Washington, DC.

Thayer, P.B. (2000). Retaining first generation and low income students. Opportunity Outlook, 2-8.