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Bridging the Gap: Evaluating the Impact of a First-Generation Mentoring Program on Sense of Belonging and Self-Efficacy
Get PDFMany higher education four year institutions define a first-generation student as any individual whose parents did not complete a bachelor’s degree. Prior research on this population has shown that various factors, such as socioeconomic status, academic support, and sense of belonging contribute to their decreased graduation rates compared to continuing-generation students. Student feedback from an independent study with this population at a four-year institution indicated a need for a specific mentoring program for first-generation students. Additional prior research suggests this intervention, while few evaluate the effects of a pilot mentoring program for first-generation students. This thesis aims to do exactly that, measured by a difference in their self-efficacy and sense of belonging. Following a quasi-experimental design, a total of 21 and 6 participants are included in pre-test and post-test analyses, respectively. The statistical analyses proved insignificant, indicating the mentoring intervention did not have a significant impact on first-generation students’ self-efficacy and sense of belonging. Drawing from the qualitative responses, students reported increased benefits such as understanding university systems and connecting with other students. A significant challenge included time conflicts for meeting times, which remained consistent throughout the intervention. In conclusion, differences found between groups in our analyses could have been due to random chance, and we suggest future assessments with the mentoring program to include larger cohorts with more structure for mentoring meetings
Academic Professionals’ Perspectives on Return to Learn Following Concussion in NCAA Student-Athletes
Get PDFWhile evidence supports the gradual return to participation in collegiate athletics following a concussion, limited evidence exists of the return to learn (RTL) procedures for a successful return to the higher education classroom. The objective of this study was to determine what academic supports and hindrances are present for NCAA student-athletes during the RTL process following a concussion from academic professionals’ perspectives. In this qualitative study with purposive recruitment strategies, academic support professionals (5=female, 4=male, age=44.2±13.9 years, experience=11.6±10.4 years) and faculty athletic representatives (5=female, 5=male, age=48.6±7.8 years, experience=3.9±5.6 years) volunteered to complete virtual interviews. We conducted semistructured one-on-one interviews with academic support professionals and faculty athletic representatives to understand better their lived experiences supporting student-athletes during the RTL process. Communication, multidisciplinary collaboration, and student-athlete support were described as essential components of streamlined RTL. Participants also highlighted the importance of stakeholder education on concussions and the RTL process to facilitate collaborative care. Our work highlights the need for strong communication and collaboration that results in student support and informed stakeholders, ultimately facilitating successful RTL practices for student-athletes in higher education. Clearly defined institutional policies and procedures are needed regarding RTL
Adverse Childhood Experiences, Resilience, and Syringe Services Program Attendance Among Persons Who Inject Drugs in Northeast Georgia, USA: A Mediation Analysis
Get PDFBackground: Syringe services programs (SSP) are evidence-based venues offering harm reduction services to persons who inject drugs (PWID), such as sterile syringes, STI/HIV testing, and linkage to care to decrease drug use-related morbidities and mortalities. Adverse childhood experiences (ACEs) have been linked with reduced resilience, while increased resilience can help PWID attend SSPs. This study examined the potential mediating role of resilience between ACEs and SSP attendance among PWID.
Methods: Data were collected from adult HIV-negative PWID in northeast Georgia, between February-December 2023 (N = 173). Data were collected on SSP attendance (Yes vs. No), resilience, and ACEs. Covariates included age, gender, sexual orientation, race/ethnicity, education, homelessness, HIV risk behavior, syringe sharing, syringe use frequency, and primary drug. Path analysis was performed using Stata 18.0.
Results: The majority of PWID were cisgender men (68.8 %), heterosexual (92.5 %), homeless (93.6 %), had HIV risk behavior (65.9 %), had high resilience (54.3 %), and had never attended SSP (64.2 %). The mean number of ACEs was 4.1 (SD=3.2). After adjusting for covariates, high resilience was positively associated with SSP attendance (β= 0.204; p = 0.005). ACEs were negatively associated with high resilience (β= − 0.035 p = 0.005) and SSP attendance (β= − 0.026; p = 0.034). ACEs had a significant indirect effect on SSP attendance through high resilience (β= − 0.007; p = 0.044).
Conclusions: Results indicate that resilience may mediate the relationship between ACEs and SSP attendance among PWID. It is important to develop and implement trauma-informed and resilience-based interventions to address the mental and sexual health challenges of PWID with a history of ACEs
