Examining the Influence of First-Generation Status on STEM Socialization Among Undergraduates in a STEM Scholars Program
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11162-023-09764-5.pdf
Reference58 articles.
1. Aspelmeier, J. E., Love, M. M., McGill, L. A., Elliott, A. N., & Pierce, T. W. (2012). Self-esteem, locus of control, college Adjustment, and GPA among first- and continuing-generation students: A moderator model of generational status. Research in Higher Education, 53(7), 755–781. https://doi.org/10.1007/s11162-011-9252-1
2. Barboza, G. E., Dominguez, S., & Pinder, J. (2017). Trajectories of post-traumatic stress and externalizing psychopathology among maltreated foster care youth: A parallel process latent growth curve model. Child Abuse & Neglect, 72, 370–382. https://doi.org/10.1016/j.chiabu.2017.09.007
3. Barlow, A. E. L., & Villarejo, M. (2004). Making a difference for minorities: Evaluation of an educational enrichment program. Journal of Research in Science Teaching, 41(9), 861–881.
4. Bettencourt, G. M., Manly, C. A., Kimball, E., & Wells, R. S. (2020). STEM degree completion and first-generation college students: A cumulative disadvantage approach to the outcomes gap. The Review of Higher Education, 43(3), 753–779.
5. Birkeland, M. S., Holt, T., Ormhaug, S. M., & Jensen, T. K. (2020). Perceived social support and posttraumatic stress symptoms in children and youth in therapy: A parallel process latent growth curve model. Behaviour Research and Therapy, 132, 103655. https://doi.org/10.1016/j.brat.2020.103655
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