 Ethnic minorities
 Academically disadvantaged
 Disabilities
 Low socioeconomic status
 Probationary students
(Heisserer & Parette, 2002)
 First-generation college students:
 Felt less prepared for college
 Worried more about financial aid
 Feared failing in college more than did the students whose
parents had at least a bachelor's degree
 Reported knowing less about the social environment at the
university than did the other students (York-Anderson &
Bowman, 1991, found this as well)
 Felt had to put more time into studying than other students
(Bui, 2002)
 A literature review by Bulger and
Watson suggests to broaden the
definition of “at risk” students
 “At risk,” not just race and class
 Limitations or obstacles to learning
 The higher education literature’s definition:
 “…are poorly equipped to perform up to academic
standards.”
(Quinnan, 1997, 31)
 Three Categories of Definition for the “At Risk”
Students:
 Background characteristics
 Internal characteristics
 Environmental characteristics
 Up and coming literature on lack of technology
skills
 Most often, students fall into several categories of
the definition.
 Academically underprepared
 Have unrealistic goals based on desire for instant
gratification
 Chen and Kaufman (1997) identified six risk factors:
 - low socio-economic status
 - from a single parent family
 - an older sibling dropped out of school
 - the students themselves changed schools two or more
times
 - had average grades of "C" or lower from sixth to eighth
grade
 - repeated a grade.
 Research indicates identified “at risk” in
high school continue to be “at risk” upon
entry to post-secondary institutions
 By 10th grade students less likely to aspire to
attend college
 Less likely to be academically prepared
 Less likely to take entrance exams
 If completed entrance exams, less likely to
apply to four-year colleges (Community
Colleges)
 Postsecondary at-risk students less likely to
exhibit behaviors consistent with persistence.
 Persistence indicators:
 Completion of “gatekeeping” or
remediation courses
 Seeking assistance with college
application processes
 Exhibiting a significant level of
involvement with their peers and parents
 Parker (1999), Giles (1999), and Osborn (2001),
Muse (2003) conducted a study of 1,028 students
 Concluded technology issues contributed to the
dropout of online students
 Five factors related to student success:
 grade point average, study environment, age group,
last college course, and background preparation
 Roueche and Roueche (1993) describe at-risk
students not only academically underprepared for
college, but also have weak self-concept
 Disbelief in his or her ability may lead to a self-
fulfilling prophecy of failure
 Seligman (1975) resulted in term “learned
helplessness:”
 Extreme external locus of control and belief that they
have no influence over their own destiny, resulting in
lack of confidence and diminished autonomy
 Bowl (2001) cites the role of student services as an
environmental factor. In a Perceptions of
Student Services survey, students reported that
they did not understand what advice and support
was offered by advisors.
 Report by the Learning Skills Council (2004)
found adult learners identified impediments
academic success:
 High travel times and costs, limited course
offerings, facilities accommodations, educational
resources, and lack of community partners to
support learning opportunities such as field
placements and internships
 Internal locus of control
 Persistence of students
 Social integration
 Absence of positive social integration leads
to negative outcomes including isolation
and attrition.
 Contact with significant person within an
institution of higher education is a crucial factor
in a student’s decision to remain in college
(Chickering & Gamson, 1987; Glennen, Farren, &
Vowell, 1996).
McKendree Academic Support Center
 Individual tutoring
 Study Groups
 Help with study strategies
 Academic counseling and support
 Coordinate accommodations for students with
disabilities
 Academic support for athletes and all students
First-Generation Students
~Some of McKendree’s Finest~
 Significant increase in first-generation
students across the United States
 Growing population at McKendree--higher increase here than national
average
 New program:
First-Generation Student Success
National Stats
 Nationally, 30% of
entering freshmen are
first-generation.
 Of the 30% (nationally),
89% will leave
WITHOUT a degree
within a 6 year period.
 1st Gens are 4X more
likely to fail or quit.
McKendree Stats
 At McKendree, this
number was 44% in
2009.
 Overall retention
percentage at
McKendree has
remained in the midhigh 70th percentile.
 Beginning to track 1st
Gens this year.
 Non-first-generation students are used to
having and using what they need to achieve.
First-generation students often avoid asking
for help because they think they don’t
belong here (“imposter phenomenon”).
 We must teach first-generation students to
utilize resources.
 McKendree students whose parents have not
graduated from a four-year institution
 Nearly half of your students (ask them on that first day
of class)
 Many of your colleagues (ask them too)
 Usually self-motivated and overly
self-sufficient
 Often feel like “imposters”
 Do not understand the support systems
in place at McKendree
 Frequently work while attending school
 Usually emotionally very close with family
members
 Often strong desire to make family proud
 Some family members are very supportive
 Sometimes family members may be
non-supportive and even obstructive
 May be traditional or non-traditional
 Often do NOT understand the language of higher
education (Dean’s List, Apply vs. Register, FAFSA)
 Frequently do not know how to access money to
finance education (“College is for rich people”)
 Often are not academically prepared for college
 Have no “Plan B” when car breaks down or daycare is
closed
 Open discussion about First-Generation; directly address the
imposter phenomenon
 Assertive Advising
 Build a relationship by explicitly inviting students
 Encourage involvement in McKendree community
 Refer students to First-Generation Student Success
office
 Encourage group study, tutoring, office hour visits
Learn more:
Firstinthefamily.org
 Students who are frequently missing class
 Students who are not engaged in class
 Students who do not submit any work
 Students who are doing poorly and are not seeking help
and not accepting help that is offered
 Students who do not have supplies including books for the
class
 Students who are not adjusting to college life and the work
that it takes to succeed
 Students who do not understand their advising session,
web advisor or the entire process
 If you are concerned, refer them early and often.
 Submit your rosters to the Office of Academic Records
promptly, and submit your mid-term grades on time.
 You do not have to wait for the Records Office to notify
me of problems that are reported with the roster or
mid-term grades.
 Be open and honest with the students about your
concerns.
 You are the first line of defense; make sure that you are
communicating with the students as well.
 Refer early and as often as necessary.
 You can refer any student to any one of us, and we will
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get them the help that they need.
If you are not for sure how to handle a situation, you
can come and talk to us, and we will help you.
Jennifer Miller – 6572 jrmiller@mckendree.edu
Clarissa Melvin – 6850 CBMelvin@mckendree.edu
Lisa Brennan – 2150 lcbrennan@mckendree.edu