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Spaces, and Mentoring: Examining Contemporary Research on First-Generation College Students in First-Year Writing  \nJessica Jorgenson Borchert  \nPittsburg State University  \nIntroduction  \nThis essay gives an overview of contemporary research on first-generation college students in higher education and shares pedagogical interventions that may best engage them in the classroom, thereby improving retention efforts. I have divided this essay into a number of sections. The first section shares recent information on the college readiness of first-generation college students, according to reports shared by the ACT and U.S. Department of Education. The second section details extant research within three areas of pedagogical intervention that can be used for engaging first-generation college students. These three areas include creating safe classroom spaces that allow for a greater empathetic discourse among both student groups: firstgeneration college students and multiple generation college students; genres that may work best to help ease students who demonstrate less college readiness into relevant academic discourse communities; and creating stronger opportunities for mentorship for first-generation college students. This research is shared in hopes that instructors of writing can use this research to further improve the academic engagement of first-generation college students by creating a firstgeneration pedagogy in the writing classroom.  \nTHE CEA FORUM  \nWinter/Spring 2017  \nFirst-Generation College Students and College Readiness  \nAccording to recent U.S. national statistics,“first-generation college students are a population that has continued to grow since the 1920s”(National Center for Educational Statistics, para 2). A study published in 2012 shared that “roughly one-third of enrolled undergraduate students are considered to be first-generation college students”(U.S. Department of Education, para 4). The reason for this growth since the 1920s is largely due to the influx of students enrolling in college after World War I, with more enrolling after the GI Bill became instituted after World War II. Because of the consistent growth of this population in universities, developing first-generation pedagogies is necessary in order to address the needs of firstgeneration college students to help them grow as writers and see themselves as academically productive scholars in the university system. Furthermore, to create opportunities for mentorship, teachers need to understand the multiple identities these students hold in the classroom and beyond. If a teacher is aware of these diverse identities, that teacher can better instruct these students, and perhaps improve the students’motivations and attitudes toward academic writing assignments.  \nUniversities receive information on how many incoming freshmen are first-generation college students through answers provided on standardized tests. American College Testing (ACT) assessment is a college readiness evaluation that tests high school students for college readiness and asks students to identify the highest level of education for each parent. Because the information from the ACT is sent to the university the students plan to attend, the universities do have this data. The data from the ACT in 2013 shown that “just over half (52%) of high school  \nTHE CEA FORUM  \nWinter/Spring 2017  \nACT test takers who would be first-generation college students failed to meet any of the ACT College Readiness benchmarks”(Adams para 2) . This data shows that there is a need for further educating and engaging first-generation college students in our college-level classrooms that goes beyond placing these students in academic support services. These students must first be supported in our classrooms as they can be identified as a high-risk population, according to the data shared by the ACT.  \nExamining the c","cbCaiuLqPRYgD2ki","https://ap.wps.com/l/cbCaiuLqPRYgD2ki","pdf",256858,43,"English","# Introduction\n## First-Generation College Students and College Readiness\n# Pedagogical Interventions for Engagement\n## Safe and empathetic classroom spaces\n## Genre-based approaches for academic discourse\n## Mentorship opportunities and identity-aware teaching","[{\"question\":\"What is the purpose of the essay for first-year writing instructors?\",\"answer\":\"To provide an overview of contemporary research and share classroom interventions that engage first-generation students, improving retention and academic participation.\"},{\"question\":\"Which organizations’ data does the essay use to discuss college readiness?\",\"answer\":\"The essay uses reports shared by the ACT and the U.S. Department of Education to describe trends and readiness benchmarks.\"},{\"question\":\"What are the three main pedagogical intervention areas highlighted in the essay?\",\"answer\":\"Creating safe classroom spaces for empathetic discourse, using genres that support entry into academic discourse communities, and providing stronger mentorship opportunities for first-generation students.\"}]","THE CEA FORUM - Winter/Spring 2017 - Special Research Column - Empathetic Genres, Empathetic Spaces, and Mentoring | PDF",1792086197,108]