First-generation College Students, Academic Libraries, and Social Reproduction

The need for legal research on international cooperation in higher education is driven, in particular, by the regional issue of European integration and the global issues of internationalisation and globalisation of higher education. The latter are the subject of a number of scientific studies, which, in terms of methodology, are partly based on the relevant experience and practices of international cooperation between higher education institutions, in particular foreign ones. In addition, various areas of international cooperation between higher education institutions give rise to a wide range of actors, which, from a legal point of view, requires separate research due to the large number of regulatory and legal acts that determine the legal status and limits of competence of the relevant actors. The article is devoted to identifying the subjects of international cooperation in the field of higher education and characterising the limits of their competence. International subjects of such cooperation are analysed, and national subjects are identified by studying various regulatory and legal acts of domestic national law. The limits of competence of subjects of international cooperation in higher education are outlined, and a basic list of criteria for their further classification is formed. The subjects of international cooperation in the field of higher education are a system of international subjects (states and confederations, international intergovernmental and inter-state organisations, other subjects with a foreign component) and a system of subjects of domestic law, namely: the Verkhovna Rada of Ukraine; the President of Ukraine; the Cabinet of Ministers of Ukraine; ministries and other central executive bodies, their authorised departments and employees; advisory bodies to executive bodies; state-owned enterprises, institutions and organisations related to higher education and their authorised employees; local state authorities responsible for higher education and their authorised employees; state higher education institutions, scientific and scientific-production institutions and their structural subdivisions; commercial legal entities and individual entrepreneurs; public and/or self-governing organisations, associations, associations of individuals or legal entities in the field of higher education; individuals whose main activities or interests relate to the field of higher education. The criteria for classifying entities involved in international cooperation in the field of higher education may include the following: subject, subject matter, influence, and industry.

It is human nature to seek a sense of belonging, acceptance, and community. College students also share this desire for connection in higher education, but some face more barriers and challenges. This study examined the experiences of first-generation college students who are also immigrants. The goal was to understand how to best support students in college, including through academic advising, at a four-year research university in the Pacific Northwest. To gain insight into the students' experiences, I interviewed participants using narrative qualitative methods guided by the framework of sense of belonging and analyzed the data utilizing Bronfenbrenner's Ecological Model. The major themes emerging from the research included the challenge of labeling and categorizing students into a singular label, as well as immigrant experiences with belonging and the pursuit of the American Dream. The results showed that first-generation college and immigrant students encounter both visible and hidden factors that challenge their sense of belonging within their communities and influence their experiences, including those in higher education. As a result, universities must consider all these challenges and opportunities for first-generation college students who are immigrants to validate their lived experiences, foster their sense of belonging on campus, and support their pursuit of a college degree. In short, the more students feel they belong, the more likely they are to succeed and ultimately graduate.

The current development of Ukrainian higher education institutions is characterized by the growth of their aspirations and opportunities to increase their own budgets by finding new sources and funding tools. In the context of the study of sources of additional funding, the peculiarities of the use of fundraising have been studied. Based on the analysis of statistical data, it is concluded that the main sources of raising funds in the world are business companies, foundations and individual donors. Factors influencing the motivation in fundraising for business entities, individuals, and authorities have been identified. It has been found that the population makes up the majority of fundraising donors in most countries. As a result of the reform of funding models for foreign universities, private capital flows are becoming relevant, which contribute to the introduction of a fundraising tool in the field of education. The article analyzes the experience of implementing fundraising in public institutions on the example of American and European universities. It is established that intensifying the actions of foreign governments to support fundraising activities in higher education plays a key role in promoting fundraising for universities through the introduction of tax benefits, tax incentives for fundraising, providing the necessary prerequisites for successful fundraising and more. The characteristics of fundraising measures and directions of financing at the expense of attracted funds are generalized. The main steps and difficulties of introduction of fundraising by higher education institutions in Ukraine are considered, its functions, the basic normative-legal maintenance of fundraising in educational and scientific spheres are analyzed. The need to implement fundraising as a tool in the strategy of financing higher education institutions, to develop a structure for raising funds and the purposes of their use. It is established priority areas for the use of funds raised as a result of fundraising in the field of education in Ukraine have been identified. The essence of fundraising in the field of higher education on the basis of the mechanism of endowment funds, which provides for the mobilization of financial resources for the development of higher education institutions, is investigeted. It is established that under the condition of symbiosis of cooperation between universities and the government, the development of fundraising will contribute to the implementation of state economic policy in the field of education.

The purpose of this study was to assess what factors - first-generation student status, socioeconomic status, or a combination - most impacted first-generation students' experiences in college. The central research question for the study asked how white, first-generation college students who were not Pell Grant eligible described their academic and social experiences during their transition to college. The study sought to examine a subsection of the first-generation student population that had not yet been studied in isolation. Existent studies revealed that first-generation college students struggle more academically and socially than their continuing generation counterparts. Those studies also demonstrated that first-generation students were more likely to come from underrepresented and low-income backgrounds. Using a qualitative approach guided by interpretative phenomenological analysis, the researcher conducted in-depth, semi-structured interviews with six participants at a private, highly-selective research university in the northeast. The participants, all of whom identified as white, non-Pell Grant-eligible, and first-generation, did not experience the same struggles seen in existent literature on first-generation college students; participants did, however, experience instances of isolation and discomfort due to their first-generation student status. The study revealed that social class and socioeconomic status had a greater impact on the participants' experiences than did first-generation student status. The following dissertation presents the findings from the study as well as recommendations for future research and for professional practice in the field of higher education.

PurposeAlthough a significant share of undergraduates, first-generation college students (FGCS) remain difficult to characterize. Consequently, academic libraries are challenged to identify the services most important to FGCS. This study measured the perceived importance of and satisfaction with library services among undergraduate students at an R1 land-grant university. The study further compared FGCS’s perceptions of library services with those of their non-first generation peers.Design/methodology/approachThe authors measured importance and satisfaction using the Measuring Information Services Outcomes (“MISO”) Survey. They further analyzed responses according to first-generation status. The authors then compared mean scores and used the Wilcoxon rank-sum test to find statistical differences in perceived importance and satisfaction between first-generation and non-first-generation respondents.FindingsThe difference between first-generation and non-first-generation student responses was statistically significant for 35% of library services. FGCS rated library services higher than their non-first-generation peers for both importance and satisfaction. FGCS perceived library services related to physical spaces and access/discovery as most important. Library services that provide student support or access to technology showed strong evidence of difference between first-generation and non-first-generation student responses. The authors also determined the MISO Survey is a measure for assessing FGCS perceptions of library services.Originality/valueThis study adds quantitative evidence to research on FGCS and academic libraries, further demonstrating the importance of library services to FGCS.

One of the forms of response to the challenges of the globalized world is the cooperative interaction of higher education institutions. Cooperation of partner institutions is potentially forms effective mechanisms for implementing strategies, achieving goals and objectives, including access to education, which for many in a pandemic has become unattainable. Combating the long-term effects and changes in education caused by the year of the pandemic will be based on assessing the tools and opportunities of open educational resources and addressing the challenges that are better solved in partnership. The expediency of cooperation or its failure in the field of higher education can be confirmed by the presence of effects produced as a result of such interaction. The above named actualizes the issue of rethinking the theoretical and methodological basis for the development of new forms and approaches to ensuring the effectiveness of cooperation, assessment of its consequences and monitoring. The purpose of this work is to identify and justify the nature of the effects from cooperative interaction of key individuals in the market of educational services in the context of globalization challenges and trends in modern higher education. Cooperative entities are essentially integrated structures that unite several higher education institutions, including foreign ones, for such structures are characterized by the presence of a synergistic effect that is achieved through the effects of scale, integration, conglomerate. The synergy is also illustrates the inverse, negative effect in the long run period - the build-up of unilateral benefits for more powerful higher education institutions, the loss of scale. This can happen when the cooperative creation of higher education institutions unites diverse subjects of educational activity with different potential, specificity, wthat ultimately reduce the overall effectiveness from cooperative cooperation. Therefore, the formation of cooperatives should be carried out with a focus on the positive effects of such cooperation, and at the same time taking into account that the expansion of educational networks may lead to a reassessment of the positive effect. Taking these facts into account will make it possible to create viable educational associations and abandon unpromising and irrational agreements in the field of higher education on the basis of cooperation.

Despite growing concern about mental health problems in university students and increasing recognition that first‐generation university students (FGS) may face additional challenges, there has been no previous attempt to map the existing research on FGS mental health. The aim of this scoping review was to elicit current understanding of mental health problems in FGS from the literature. Following database searches and screening, 40 peer‐reviewed articles were included in the scoping review. Findings from these studies were synthesised for: types of mental health problems in FGS; prevalence of mental health problems in FGS compared to continuing‐generation students (CGS); factors associated with mental health problems in FGS; effects of mental health problems on FGS; help‐seeking for mental health problems in FGS; and interventions. Significant gaps were highlighted and recommendations made for future research, particularly outside the United States. True commitment to widening participation demands much more research on mental health problems in FGS to ensure that they thrive not just arrive. Context and implications Rationale for this study The aim of this scoping review was to map the existing international research on mental health problems in first‐generation university students (FGS). Why do the new findings matter? The scoping review synthesises findings from 40 empirical studies published in peer‐reviewed journals, giving valuable insights into mental health problems in FGS and highlighting significant gaps in our understanding. Implications for higher education researchers and universities The findings of the scoping review are a call to action for future research in this field. More studies are needed, particularly outside the United States, using a variety of research designs to gain a more comprehensive understanding of mental health problems in FGS. This research should be prioritised so that universities are provided with evidence‐based recommendations to mitigate and/or address mental health problems in FGS, thereby helping to ensure that they thrive in higher education.

Latina/o first-generation college students, along with their families, are learning a new culture when considering going to four-year universities. While the conversation involving Latina/o first-generation college students can often focus on attrition, I am interested in exploring what, from participants' point of view, are the successes they experience as well as the most challenging obstacles they encounter on their journey to graduating from four-year universities. Employing the theoretical frameworks of constructivism, critical race theory, and cultural capital, the purpose of this study was to go beyond the conversation of Latina/o first-generation college student attrition by examining how they navigate postsecondary institutions and explore the implications associated with how higher education affects them. I intend to highlight the already powerful voices of Latina/o first-generation college students who are brave enough to be the first in their immediate families to embark on a demanding odyssey to attain four-year degrees. My participants were recruited from classes in the Chicano/Latino studies department as well as a cultural resource center, both at a four-year university in the Pacific Northwest. Using qualitative research methods, including semi-structured interviews, Draw-A-College-Student, and participant written reflections, I examined the lived experiences of persisting Latina/o first-generation college students from their own perspectives. To provide a well-rounded account of the Latina/o postsecondary experience, I engaged the voices of eight participants in this study. This research found that while Latina/o first-generation college students feel that they are trailblazers in working to improve family life through education, they often feel unseen and underrepresented in higher education. Through highlighting Latina/o first-generation college student voices and experiences instead of just focusing on attrition, this study also recommends actions for change based on participant feedback. Ultimately, participants in this study felt that more support is needed for Latina/o first-generation students to attain four-year degrees in higher education.

The relevance of the work. The main threats and challenges facing higher education during the war period, namely, a threat to life and health of participants in the educational process; destruction and damage to the infrastructure of higher education institutions; forced relocation of institutions; the impact of war on the contingent of applicants for higher education and the composition of scientific and pedagogical workers; ensuring equal access to higher education; and other conditions, including limited funding − directly or indirectly affect the state of the entire higher education system. The article examines the process of ensuring the sustainability of the domestic higher education system through the transformation of its components; the decisions made by state governing bodies and higher education institutions and the measures implemented to ensure the viability of the industry in the conditions of martial law and reconstruction in the post-war period are assessed. Purpose. To study the impact of the russian aggression on the sphere of higher education, to analyze the adopted management decisions and the implemented measures, to evaluate their effectiveness in ensuring the functioning of the System in the conditions of war and reconstruction in the post-war period. To inform the educational environment about its modernization in the conditions of martial law. Scientific novelty. From the standpoint of ensuring the sustainability of the system in wartime, management decisions are comprehensively studied and measures are implemented to improve industry management, ensure access to higher education, optimize the university network, and modernize the organization of the educational process. The progress in the process of integrating higher education in Ukraine into the European Higher Education Area is assessed. The practical significance of the work consists in: establishing and assessing the focus and state of implementation of amendments and additions made to the Law during its validity; assessment from the standpoint of ensuring the sustainability of the industry in the conditions of war and the integration of Ukrainian higher education into the European educational space, new legislative and regulatory acts, implemented and planned measures aimed at implementing reforms in the field of higher education; constant information support for the process of implementing the provisions of the Law, the development of the System in the context of modern challenges. Results of the research. The study, analysis and comparison of the adopted management decisions and the consequences of their implementation indicate that the measures taken by government bodies and higher education institutions to overcome the negative impact of the war on the industry ensure its sustainability and efficiency in difficult wartime conditions: the network of higher education institutions is streamlined, the necessary contingents of applicants for higher education are successfully formed and supported, the structure of specialist training, organization and content of the educational process are modernized.

In the last decade, many initiatives in the field of higher education have been taken at both national and international levels. In 1983 the ministers of education of the European Community themselves spoke in favour of encouraging study abroad by means of appropriate administrative and financial measures. That same year, the European Parliament passed resolutions concerning increased co-operation between institutions of higher education as well as mutual recognition of periods of study abroad and of degrees. In 1984 and 1985, the Council and Education Ministers of the European Community evaluated the Action Programme in the field of education (agreed upon in 1976) and decided inter alia to strengthen measures for the advancement of relations between institutions of higher education with a particular view to the development of joint courses of study, and improvements in the education of foreign language teachers, thereby also illustrating the political will to hasten the process of European understanding. In the last three decades, the Council of Europe has repeatedly dealt with questions of co-operation between higher education institutions, liberalization of courses of study and recognition of degrees. In 1977 the Capelle Report suggested new areas of endeavour such as information networks to encourage mobility and a scholarship programme for postgraduates. The report of the third conference on European mobility, held in October 1984, begins with an urgent recommendation to all universities actively to pursue a policy of mobility. The situation in the Federal Republic of Germany referred to in this article has also been modified by the setting of new goals and the creation of corresponding programmes, which should be examined critically in the light of the experience gained in the past decade. In spite of a multiplicity of plans and programmes, it is immediately apparent that the volume of exchanges has scarcely changed. In spite of rising enrolment, the identical proportion of German students (27 per 1000, or a total of 22,000) study abroad. Subtraction of the ever-larger group studying in the United States gives a figure of 18,000 German students elsewhere in Europe. Of over 65,000 foreign students in the Federal Republic of Germany, barely one-third come from European countries; here, too, the proportions seem to have changed little in recent years. Some have greeted these number games with scepticism and countered them by identifying increases in absolute terms observed in the last ten years or so with an upward trend. Attempts have also been made to define a hypothetical ideal number of mobile students. The fact that the German government has also taken note of the

A threefold approach is taken to provide understanding about the experiences that women of color have faced in their entry and upward advancement into administration in higher education institutions. The three overarching frameworks are historical, sociological, and organizational or institutional. The historical approach divides the chapter into three parts: the past (1960–1989), the present (1990–2010), and the future (2010 and beyond). Within these three time periods, major societal forces at work (during the specific time frame) will be used to help explain the extent and type of access women of color had within society's formal institutions. Since specific focus of the book/volume is on women of color in higher education, the third major tread is to reveal what and how university and colleges did to provide greater access and upward mobility for women of color or how such institutional action helped to impede.Part I: The past shows that since and due to the Civil Rights Movement, women of color were preoccupied with access into higher education as students, faculty, and administrators. The past could rightly be termed the age of Tokenism (1960–1989). During the start, there were too few qualified women of color to be competitive for entry into faculty roles, let alone administrative positions. However, scarcity in numbers does not provide a full picture as to the slow access and low numbers. Instead, society's view was faulty, overly simplistic, and its intervention strategies hurt more than helped the situation. Particularly, the general thinking was that institutions were fair and okay, the problem lay with persons of color; they were disadvantaged in many ways, so they could not compete adequately. However, this one-sided view was biased and placed many unnecessary barriers for women of color and maintained favoritism and control for white males.Part II: The present (1990–2010) demonstrates that progress by institutions of higher education (IHEs) to include women of color into administration was better but still unnecessarily slow and remained inadequate. While the initial strategies of affirmative action and blaming the victim for their plight were insufficient in the past, dynamics in society changed drastically in the present stage. Primarily, business in the United States, because of world competition, looked inward and out of necessity fundamentally reengineered itself. This one sweeping social dynamic caused traditionally discriminated groups to call for higher education to examine itself. In so doing, institutional racism was exposed and emphasized. No longer were women of color having to fit the white male mode for acceptance, and the customary “rites of passage” were questioned and altered, along with other practices. With a larger qualified pool of women of color due to past efforts, and to a larger extent a more level playing field in higher education, women of color enhanced their status. More importantly, the stage is now set for a much brighter future.Part III: The future promises to be better for all: women of color, higher education, future generation of students, and society. Even though the conditions higher education institutions are facing are more difficult and the negative trends likely to persist, women of color can make great advances provided they capitalize on the events and assume some different roles. Specifically, it is proposed that women of color should actualize their natural leadership styles of participatory and transformational; they act as agents of change; and make a concerted effort to mentor and network younger women of color. Underlining the promise of a better future is that women of color know how to overcome hardships and they are better able to redesign institutions, change outdated practices, and shape the future of IHEs to fit the new paradigms. To date, on a microlevel this is what they have done to be personally successful, surely they can work on the macrolevel to make for stronger and effective IHEs.

<p>This study examined whether first-generation South Asian American college students are different from continuing-generation South Asian American college students in their college adjustment, as measured by the Student Adaptation to College Questionnaire and their psychological well-being (PWB), as measured by the Scales of Psychological Well-Being (SPWB). The Asian population is one of the fastest growing minority groups in the United States. Despite being the third largest Asian subgroup, South Asians continue to be underrepresented within the educational and psychological literature. A review of studies shows that compared to continuing-generation college students (CGCS), first-generation college students (FGCS) are disadvantaged in terms of their demographic characteristics, pre-college preparation, knowledge about higher education, non-cognitive variables (e.g., self-esteem), and adjustment to college. Additionally, existing research shows that FGCS experience higher levels of psychological distress and lower levels of PWB. This study found that FGCS were significantly more likely to live and work off campus, have lower household incomes, and spend fewer hours per week participating in co-curricular activities than their CGCS peers. Furthermore, FGCS had lower levels of social and academic adjustment compared to their counterparts. Finally, while FGCS had lower mean scores on the SPWB than their peers, only the scores on the Personal Growth subscale were significantly different. Understanding and contextualizing the experiences of racial/ethnic minority students who are first in their family to pursue higher education will help educators and psychologists to identify, develop, and implement culturally appropriate instructional strategies, programs, services, and treatments. Consequently, this would help nontraditional youth transition successfully into college and thrive psychologically.</p>

The purpose of the study is to determine trends in the use of social networks in the field of education and to study the practical experience of the world's leading universities in maintaining corporate accounts in social networks Facebook, YouTube, Instagram, LinkedIn, X (formerly Twitter), Tik-Tok. The research materials are: 1) works of domestic and foreign scientists in the field of digital media, communications and public relations in the field of education; 2) quantitative data on the official institutional accounts of the world's leading HEIs in social networks as of 2024. The scientific article examines the specific environment of the world's leading HEIs in terms of maintaining corporate accounts in popular social networks according to uniRank rating data. For the period 2018-2024, the dynamics of the number of educational institutions in the field of higher education, as well as their presence in social networks Youtube, Facebook, Instagram, Twitter, were analyzed. A panel of use (level of use) of social networks of higher education institutions was built based on uniRank rating data for 2018-2024. The information was analyzed and the segments of the HEIs were selected, taking into account the world average number of followers and preferences of the HEIs in social networks according to the uniRank rating. Diagnostics of the correspondence of the number of subscribers of the HEIs of Ukraine, Poland and Germany to the world average for such social networks as: Facebook, Instagram, Twitter was carried out. Quantitative and qualitative interpretation of the obtained results according to Harrington's scale of desirability is provided. The expediency of developing institutional accounts of foreign higher education institutions in social networks in order to create and strengthen social and marketing communications with the target audience is substantiated. The study of the thematic content of the institutional accounts of the world’s leading HEIs in social networks is becoming important, which will contribute to the formation of effective content strategies in the field of education. Social media allow HSEs to cost-effectively reach a wider audience, monitor public sentiment and better understand the needs of stakeholders.

ABSTRACTThis article is an empirical phenomenological examination of the perceived security that first generation college students have in their identity as college students. First generation college students (FGCS) have been defined as students whose parents or guardians have not completed a 2- or 4-year postsecondary degree. Previous research (Davis, 2010; Peteet, Montgomery, & Weekes, 2015; Ward, Siegel, & Davenport, 2012) suggests that FGCS have a particularly difficult time finding confidence in their identities as college students, and that this exacerbates the difficulties that they face as students. The imposter phenomenon (IP) is the deep conviction that one is not good enough to deserve the title, responsibility, recognition, or job that one has (Clance, 1985). IP has been tied to FGCS both theoretically (Davis, 2010) and empirically (Peteet et al., 2015). This study examines the experience of overcoming IP by asking seven self-identified FGCS to describe the experience of recognizing their own identities as college students. There is an important difference that could be understood by separating students who experience that their confidence in this identity is authentic and those who do not. When students view college as in service to something greater, we found that they are uniquely impervious to the obstacles college students typically face. The discussion proposes two simple changes that can be made in service to help students navigate this transition in college student identity: the first is a suggestion for student advising and the second involves classroom instruction.

The purpose of the study is to analyze the features of international public-private partnerships in the field of higher education and, based on their careful study, to propose appropriate areas for improving domestic legislation. Multinational companies, high population mobility, and the problem of refugees' professional realization contribute to the constant search for interstate cooperation on education. In such conditions, quality education, increasing the competitiveness of higher education at the international level, development of innovations in the field of education and science in Ukraine, constructive cooperation and effective interaction of participants in the educational process are the requirements of our time to achieve a high level of efficiency of educational activities through innovation. The complex of these aspects determines the relevance of the topic. Such methods as analysis, synthesis, deduction, induction, and the logical and legal method were used in the article. The author's definition of the concept of "international public-private partnership in the field of higher education" was proposed within the framework of the study. The key features of this scientific category were highlighted. The key problems that prevent the normal functioning of international public-private partnership in the field of higher education were outlined, on the basis of which the author's vision of ways to solve the last problems was proposed. The study presents the author's approach to a comprehensive understanding of the features of international public-private partnership in the field of higher education and the ways of its improvement at the level of domestic legislation, which can be used in the course of further comprehension of the issues under study.