[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587075-105":59,"doc-detail-587075-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","privileged-perceptions-comparing-practitioner-disparities-in-understanding-first-generation-student-barriers-summer-2022","Privileged Perceptions - Comparing Practitioner Disparities in Understanding First-Generation Student Barriers - Summer 2022","","Privileged Perceptions compares how practitioners understand barriers faced by first-generation and/or low-income (FGLI) students across access and success. Framing the issue before COVID-19 and noting how the pandemic deepened inequities, the report synthesizes context on degree completion gaps and the limitations of deficit-focused research. A qualitative survey measures perceptions of 149 practitioners supporting FGLI high school and college students, revealing perceptual disparities and guiding practice and future research recommendations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/privileged-perceptions-comparing-practitioner-disparities-in-understanding-first-generation-student-barriers-summer-2022/587075/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/privileged-perceptions-comparing-practitioner-disparities-in-understanding-first-generation-student-barriers-summer-2022/587075.png","ImageObject",300,407,{"name":92,"@type":93},"Fahsai","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What barriers does the report study for first-generation and/or low-income students?","Question",{"text":112,"@type":113},"The report examines barriers in five areas of need: access, financial, academic, social/personal, and professional.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and who participated?",{"text":117,"@type":113},"The study uses a qualitative survey and gauges perceptions of 149 practitioners working with FGLI students at the high school and college levels.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main outcomes the report highlights?",{"text":121,"@type":113},"Qualitative methods show perceptual disparities between practitioner groups, and the report recommends deeper future research and more interaction between access and success communities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587075,1792927406,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","Prestige  \nEquity  \nClarity  \nS P E C I A L R E P O R T  \nPrivileged Perceptions:  \nComparing Practitioner Disparities in Understanding First-Generation Student Barriers  \nSUMMER 2022  \nJoshua Farris , Intern The Pell Institute  \n[pellinstitute.org](pellinstitute.org)  \nCopyright 2022 by Council for Opportunity in Education  \nAll Rights Reserved. No part of this report may be reproduced or used in any manner without written permission from the Council for Opportunity in Education except for the use of quotations for academic and educational material.  \nDisclaimer: The Council for Opportunity in Education and Editor(s) cannot be held responsible for errors or any consequences arising from the use of the information contained in this report. The views and opinions expressed do not necessarily reflect those of the Council for Opportunity in Education or Editor(s), nor does the publication of advertisements constitute any endorsement by the Council and Editors of the products advertised.  \nPrinted in the USA (Washington, DC) by the Council for Opportunity in Education.  \nTable of Contents  \nExecutive Summary 02  \nIntroduction 03  \nLiterature Review 04  \nResearch Design & Methodology 07  \nAnalysis 10  \nFindings & Results 14  \nDiscussion 21  \nRecommendations for Practice 23  \nRecommendations for Future Research 23  \nConclusion 24  \nAppendix: Survey 25  \nReferences 29  \nS P E C I A L R E P O R T  \nPrivileged Perceptions: Comparing Practitioner Disparities in Understanding First-Generation Student Barriers  \n Executive Summary  \nEven before the onset of COVID-19, college degree attainment in the United States was necessary to acquire white-collar careers and financially stable earnings. Unfortunately, not all students obtain degrees at equal rates. Students whose parents never attained a degree (first-generation) and students from low-income backgrounds struggle to access college. Even if they eventually enroll in a post secondary institution, most do not complete their degrees. Many drop out with significant loan debt and no benefits from the credits they did obtain. COVID-19 has only exacerbated the inequities between these students and their more affluent and formally educated peers.  \nVarious federal, state, and local programs exist to address these college attainment inequities and have existed since the 1960s. Additionally, copious research explores the challenges that first-generation and/or lowincome (FGLI) students face in accessing and succeeding in college. Unfortunately, despite all the interventions  \n“  \nStudent success is not a lone feat.  \n“  \navailable, FGLI students still struggle to attain college degrees and positive experiences while in college, relative to their more privileged peers.  \nMuch research emphasizes the students’ deficits and fails to acknowledge the unique assets they bring to the realm of higher education. Furthermore, existing research only focuses on the role of the student or programmatic interventions. Little research has focused on practitioners’ knowledge, perceptions, and experiences with FGLI students and their educational journey.  \nThis study explored practitioners’ perceptions of barriers that FGLI students face in five areas of need: access, financial, academic, social/personal, and professional. Using a qualitative survey, the study gauges the perceptions of 149 practitioners who work with FGLI high school students (access) and compares them to practitioners who work with FGLI students at the college level (success) .  \nUsing qualitative methods, perceptual disparities emerged between groups in these categories. Future research should explore the disparities in-depth to more closely examine the experiences of practitioners with FGLI students. I also recommend more interaction between access and success communities to better understand students’ needs throughout their educational journey.  \nStudent success is not a lone feat. Practitioners and policymakers must know students’ needs to se","cbCaimrWIyk0oQOC","https://ap.wps.com/l/cbCaimrWIyk0oQOC","pdf",627620,36,"English","# Executive Summary\n## Introduction\n## Literature Review\n## Research Design & Methodology\n## Analysis\n## Findings & Results\n## Discussion\n## Recommendations for Practice\n## Recommendations for Future Research\n## Conclusion\n## Appendix: Survey\n## References","[{\"question\":\"What barriers does the report study for first-generation and/or low-income students?\",\"answer\":\"The report examines barriers in five areas of need: access, financial, academic, social/personal, and professional.\"},{\"question\":\"How was the study conducted and who participated?\",\"answer\":\"The study uses a qualitative survey and gauges perceptions of 149 practitioners working with FGLI students at the high school and college levels.\"},{\"question\":\"What are the main outcomes the report highlights?\",\"answer\":\"Qualitative methods show perceptual disparities between practitioner groups, and the report recommends deeper future research and more interaction between access and success communities.\"}]","Privileged Perceptions - Comparing Practitioner Disparities in Understanding First-Generation Student Barriers - Summer 2022 | PDF",1792060648,91]