Rebecca Covarrubias

Movin' on up (to college): First-generation college students' experiences with family achievement guilt.

As the first in their families to attend college, first-generation college students (FGCs) experience a discrepancy between the opportunities available to them and those available to their non-college-educated family members that elicits family achievement guilt. The present studies examined family achievement guilt among an ethnically diverse sample of FGCs and continuing-generation college students (CGCs), those whose parents attended college (Studies 1 and 2), and tested a strategy to alleviate such guilt (Study 2). In Study 1, on open-ended and closed-ended measures, FGCs (N = 53) reported more guilt than CGCs (N = 68), and Latinos (N = 60) reported more guilt than Whites (N = 61). Latino FGCs reported more family achievement guilt than the other 3 groups. In Study 2, we examined whether reflecting on a time when one helped family would alleviate family achievement guilt for FGCs. Specifically, FGCs (N = 58) and CGCs (N = 125) described a time they helped their family with a problem (help condition) or did not describe an example (control), then completed the guilt measure. Analyses revealed that (a) consistent with Study 1, FGCs reported higher guilt than CGCs and minorities reported more guilt than Whites, and (b) FGCs in the help condition reported significantly less guilt than FGCs in the control condition and reported no differences in guilt from CGCs across conditions. Finally, perceptions of family struggle mediated this relationship such that reflecting on helping ones family led to perceiving less family struggle, which led to less family achievement guilt for FGCs.

Cultural models of education and academic performance for Native American and European American students

We examined the role of cultural representations of self (i.e., interdependence and independence) and positive relationships (i.e., trust for teachers) in academic performance (i.e., self-reported grades) for Native American (N = 41) and European American (N = 49) high school students. The Native American students endorsed marginally more interdependent representation of self and marginally less trust for teachers than did the European American students. While interdependent representations of self and trust for teachers were positively related for the Native American students, neither cultural representations of self were related to trust for teachers for the European American students. However, with respect to academic performance, interdependent representations of self and trust for teachers were positively related to academic performance for the Native American students. Conversely, independent and interdependent representations of self were positively related to academic performance for the European American students, but trust for teachers was not associated with academic performance. Finally, as predicted, culturally congruent representations of self predicted academic performance. Specifically, trust for teachers and interdependent representations of self positively predicted academic performance for Native American students, whereas only independent representations of self predicted academic performance for European American students. Implications for culturally congruent models of education are discussed.

Affirming the Interdependent Self: Implications for Latino Student Performance

ABSTRACT We examined whether culture-relevant affirmations that focus on family (i.e., family affirmation) would enhance performance for Latino students compared to affirmations that focus on the individual (i.e., self-affirmation). In Study 1 (N = 82), Latino middle school students exposed to a family affirmation outperformed Latino students exposed to a self-affirmation. In Study 2 (N = 269), Latino college students exposed to a family affirmation outperformed Latino students exposed to a self-affirmation and outperformed European American students across conditions. European American students performed equally well across conditions. The findings suggest that culture provides a meaningful framework for developing effective classroom strategies.

Self-Monitoring Strategies as a Unique Predictor of Latino Male Student Achievement

We examined how self-monitoring (i.e., regulating one’s behaviors; Snyder, 1987) relates to Latino male achievement. In Study 1, college students (N = 413) completed self-monitoring items and reported SAT math scores. As hypothesized, self-monitoring was positively correlated with achievement for Latino male students but was unrelated to achievement for Latina and White male and female students. Study 2 used a high school sample (N = 174) and observed math performance. Analyses revealed that, again, self-monitoring was positively related to achievement for Latino male students but unrelated to achievement for Latinas. These findings demonstrate the unique effects of self-monitoring on Latino male student achievement.

I Know That I Should Be Here: Lessons Learned from the First-Year Performance of Borderline University Applicants.

At many higher education institutions, admissions decisions often rely on standardized test scores and high school grades; yet, they are less reliable predictors for applicants falling slightly below cutoff points, what we call borderline applicants. Since borderline applicants are often from underrepresented backgrounds and diverted to 2-year institutions, this may potentially jeopardize efforts to increase campus diversity. Using a mixed-methods approach, two studies investigated an “admissions experiment” designed to increase campus diversity by admitting 34 borderline applicants into a summer bridge program. Study 1 compared program participants’ performance to two comparison samples of regularly admitted students (N = 912). Compared with a matched sample, borderline students performed better after the first semester and comparably after the first year. Study 2 identified program components that helped or undermined participants’ college adjustment and performance. Results suggested several program improvements that might enhance underrepresented students’ performance and experiences on 4-year campuses.

Exploring the Links Between Parent–Student Conversations About College, Academic Self-Concepts, and Grades for First-Generation College Students:

Two studies examined the link between academic self-concepts and grades (Studies 1 and 2) for first-generation (i.e., parents have not obtained a 4-year degree) and continuing-generation (i.e., at least one parent with a 4-year degree) college students, and how parent–student conversations about college related to this link (Study 2). In Study 1, based on online surveys with 102 students, we found self-concepts were positively related to grades for all students. Yet, first-generation students reported less positive self-concepts than continuing-generation students. Study 2 replicated Study 1 findings with 169 students and also revealed that first-generation students reported having less conversations about college with parents than continuing-generation students. For first-generation students, conversations about college predicted more positive self-concepts, which predicted higher grades. Conversations about college were unrelated to self-concepts and grades for continuing-generation students. The findings from this work have important implications for university practice and retention around providing support for first-generation college students.

“You Never Become Fully Independent”: Family Roles and Independence in First-Generation College Students:

First-generation (FG) college students often confront cultural mismatches between their interdependent backgrounds and university contexts that promote independent norms. Past work has documented this mismatch with various methodologies (e.g., self-report, lab experiments, longitudinal designs), but behavioral explorations have been minimal. Thus, the current study examined students’ interdependent familial roles and the ways in which they enact either soft (e.g., self-expression) or hard (e.g., self-reliance) forms of independence. In-depth semi-structured interviews with 34 low-income, Latinx and Asian American FG students (25 females, 8 males, 1 other; mean age = 19.89, SD = 1.35) were conducted. Grounded theory analysis revealed six family role themes. Students described providing parents with emotional support and advocacy, language brokering, financial support, physical care, life advice, and heavy sibling caretaking. FG students also shared enacting four types of soft independence—including gaining freedom, becoming self-expressive, pursuing their individual interests, and becoming mature—and five types of hard independence—including being resilient, being self-reliant, being tough, being mature, and breaking tradition. These findings provide novel understandings of the lived experiences of FG students and insights on behaviors universities should recognize as valuable strengths in FG students.