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Codujota's Theory of First Generation Low Income Students: THEORIES OF COLLEGE STUDENT DEVELOPMENT SALEM STATE UNIVERSITY NOVEMBER 20, 2014 & The FAB Scale
Codujota's Theory of First Generation Low Income Students:
THEORIES OF COLLEGE STUDENT DEVELOPMENT
SALEM STATE UNIVERSITY
NOVEMBER 20, 2014
& The FAB
Scale
Statistics and Reasoning 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.
While 50% of people from high income families earn a Bachelor's degree by age 25, only 9% from low income families do.
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
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Codujota’s Theory of First Generation Low Income Students Based on the premise that areas of concerns are unique and
affect the holistic development of the student. Three specific areas of concern are:
Financial Concerns (Bill, Credit, Loans, Employment, etc.) Academic Concerns (Credit Hours, Workload, Support, etc.) Belonging Concerns (Family, Friend, Partner Support, etc.)
Students achieve their own unique ‘equation’ of these three areas for concern based on a numerical assessment of their personal situation.
T
F+A+B=TC
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The Theory
Financial Academic Belonging
Total Competence
0
10
10
10
0 0
0 30
T
Financial
Paying for CollegeHow am I going to afford this whole thing?
Paying for LifeHow can I make this work from day to day?
D
Financial Paying for College
StressorsThe college application process is full of hidden
fees"Tuition" is a fraction of the total costAid often declines after the first yearAnnual reapplication is a scheduled reminder
SupportsFederal grants, low-interest loans availableAid counseling available
D
Financial Paying for Life
StressorsEssentials: Meals, Books, Laptop, Transportation,
Clothes, Project MaterialsImportants: Cell Phone, Social OutingsNecessary Evils: Job/Work Study
SupportsSubsidies for EssentialsNurturing Social NetworkRaise/Extra Shift/Second Job
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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
D
Academic Institution
How does the college or university itself help or hinder academic success?
Family How does family consciously or subconsciously affect
academic success?
Work How do work commitments affect the amount of time or
energy needed for academic work?
E
Academic
InstitutionSupport Programs, career counselors, and tutors readily available
and sensitive to student situation
Stressor Institution lacks programs or experience with first gen
students Lacks academic support programs
E
AcademicFamilySupport Family members support and do their best to understand
students pursuits Understand student may be less available for family activities
Stressor Lack of understanding or support of students academic
pursuits Pressure and guilt regarding family matters placed on student
E
Academic
WorkSupport Flexibility of schedule Empathetic employer/co-workers Stability of position
Stressor Threatened to lose job Non-empathetic employer/co-workers Physically or mentally exhausting job
E
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
E
Belonging Family
Is the family supportive?What role do they play in the college experience?
FriendsWho are they?What do they do?
Campus Involvement What is the student involved in?How active is their commitment?Where does such a commitment come from?
A
Belonging FAMILY
Support:Family is proud of student and encourages them to do wellThey maintain constant contact and wish to be informed of
student's experienceThey assist with finances or encourage/assist student in
maintaining his or her ownStressor:
Family is frustrated at students enrollment and are unsupportive of the decision
They have little to no presence in students lifeAll financial needs are to be undertaken by the student
A
Belonging FRIENDS
Support:Friends remain close to the student and relive other
stressorsThey accept student for who they are, regardless of
other factors (educational attainment, financial background, etc.)
Stressor:Friends are vast and varied and it is difficult for the
student to ascertain their level of emotional commitmentFriends seem to critique the student, point out his or her
flaws, and seem to insist that student change certain aspects of themselves.
A
Belonging INVOLVEMENT
Support:Students choice to join clubs/organizations was the result
of his or her own decision and passionThere is a sense of fulfillment from participation on campus
Stressor: Student feels little to no attachment to
clubs/organizations. They joined for alternative reasons other than desire or passion
Activities of campus involvement are viewed as mundane and non-beneficial. (This may be reflection of other members or students)
A
"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
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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
A
FAB Total Competence Scale
30
200 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.
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Student Profiles
Cindy Rella
Financial Academic Belonging0
2
4
6
8
10
Tim Puzzle
Financial Academic Belonging0
2
4
6
8
10
Poco Jontas
Financial Academic Belonging0
2
4
6
8
10
Vol DeMort
Financial Academic Belonging0
2
4
6
8
10
Erikson’s Identity Development Theory
Development spans a person’s entire lifeDevelopment is based on the influence of the
external environment as well as internal dynamicsStages
Each stage is distinguished by a psychological crisis or turning point that must be resolved by balancing the internal self and the external environment.
Each crisis must produce a developmental change in order for the person to grapple with later developmental crises.
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ERIKSON CODUJOTA
Stage Five: Identity vs. Identity Diffusion (Confusion)
Defining the Self:Establishment 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
Lack of clear sense of self or purpose
Defining Competence:Am I capable?Is this worth it?What is my drive?
Low Competence:Results from negative answers from the above questions
Lack of supportLack of confidenceLimited resourcesInability 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.
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ERIKSON CODUJOTA
Stage Six: Intimacy vs. Isolation
Establishing IntimacyConnecting personal identity to another'sCreation of intimacy and committed relationships
Distantiation“..the readiness to repudiate, to isolate, and if necessary, to destroy those forces and people whose essence seems dangerous to one’s own”
IsolationLack of strong sense of identity leads to difficulty building relationships and results in emotional stress and isolation
Establishing CompetenceBeing able to manage stressorsBecoming independent in achieving competence through available supportsElimination of specific stressors
Lack of CompetenceStressors are too overwhelmingLack of confidence or drive to utilize available supportsFocus 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.
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Chickering’s Theory of
Identity Development Development occurs uniquely for each student. Constant revaluation of each area to ensure
competence in each area. Vectors work together and build on each other. Recalls emotional, interpersonal, ethical and
intellectual aspects of development. Three Tined Pitchfork & Handle Model relates to
Codujota’s FAB Scale leading to Total Competence.
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Chickering’s Theory of Identity Development
Codujota’s Theory of First Generation Low Income
StudentsVector 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.
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Chickering’s Theory of Identity Development
Codujota’s Theory of First Generation Low Income
StudentsVector 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.
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Bridging the Gaps MMSI/MIE Student Services White House Initiative (January 2014)
TransparencyUp-front investment, payment optionsBuilding groups supports (Posse Foundation)
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Limitations Difficult to ascertain whether the three factors are equal
in their influence
Not all first generation/low socioeconomic students are the same (as seen in video clip).
Other variables (student age, gender, and ethnicity) are not taken into account and may change the equation.
Total Competence is not homogeneous and may appear different in different cases.
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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.
