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• Am I Smart Enough? Will I Make Friends? And Can I Even Afford It? Exploring the College-Going Dilemmas of Black and Latino Adolescent Boys

  • Carey, R. L. (2019). American Journal of Education, 125(3), 000-000.
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• Underrepresented and in/visible: A Hispanic first-generation student’s narratives of college. 

  • Pyne, K. B., & Means, D. R. (2013). Journal of Diversity in Higher Education, 6(3), 186-198.
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• The false choice between race and class and other affirmative myths.

  • Pruitt, L. R. (2015). Buffalo Law Review, Vol. 63, 981.
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• Unseen disadvantage: How American universities' focus on independence undermines the academic performance of first-generation college students.

  • Stephens, Nicole M.; Fryberg, Stephanie A.; Markus, Hazel Rose; Johnson, Camille S.; Covarrubias, Rebecca. (2012). Journal of Personality and Social Psychology, 102(6), 1178-1197.
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• Avoiding the manufacture of ‘sameness’: First-in-family students, cultural capital and the higher education environment.

  • O'Shea, Sarah. (2016). Higher Education, 72(1), 59-78.
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• A cultural mismatch: Independent cultural norms produce greater increases in cortisol and more negative emotions among first-generation college students.

  • Nicole M. Stephens, Sarah S.M. Townsend, Hazel Rose Markus, L. Taylor Phillips. (2012). Journal of Experimental Social Psychology, 48(1), 1389-1393.
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• Affirming independence: Exploring mechanisms underlying a values affirmation intervention for first-generation students.

  • Tibbetts, Yoi; Harackiewicz, Judith M.; Canning, Elizabeth A.; Boston, Jilana S.; Priniski, Stacy J.; Hyde, Janet S. (2016). Journal of Personality and Social Psychology, 110(5), 635-659. 
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• Closing the social-class achievement gap: A difference-education intervention improves first-generation students’ academic performance and all students’ college transition.

  • Nicole M. Stephens, MarYam G. Hamedani, Mesmin Destin. (2014). Psychological Science, 25(4) 943-953.
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• Living–learning programs and first-generation college students’ academic and social transition to college.

  • Karen Kurotsuchi Inkelas, Zaneeta E. Daver, Kristen E. Vogt, and Jeannie Brown Leonard. (2006). Research in Higher Education, 48(4),  403-434.
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• Whose culture has capital? A critical race theory discussion of community cultural wealth.

  • Yosso, T. J. (2005). Race ethnicity and education, 8(1), 69-91.
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• Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge.

  • Bernal, D. D. (2002). Qualitative inquiry, 8(1), 105-126.
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• “Is that paper really due today?”: Differences in first-generation and traditional college students’ understandings of faculty expectations.

  • Collier, P. J., & Morgan, D. L. (2008). Higher Education, 55(4), 425-446.
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• Student–faculty interaction in research universities: Differences by student gender, race, social class, and first-generation status.

  • Kim, Y. K., & Sax, L. J. (2009). Research in Higher Education, 50(5), 437-459. 
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• First-generation students' academic engagement and retention.

  • Soria, K. M., & Stebleton, M. J. (2012). Teaching in Higher Education, 17(6), 673-685.
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• The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students.

  • Credits Dennis, J. M., Phinney, J. S., & Chuateco, L. I. (2005). Journal of college student development, 46(3), 223-236. 
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• Breaking down barriers: Academic obstacles of first-generation students at research universities.

  • Stebleton, M., & Soria, K. (2013).
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• Blue-collar scholars?: Mediators and moderators of university attrition in first-generation college students. 

  • Martinez, J. A., Sher, K. J., Krull, J. L., & Wood, P. K. (2009). Journal of college student development, 50(1), 87.
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• Undergraduate time use and academic outcomes: Results from the University of California Undergraduate Experience Survey 2006.

  • Brint, S., & Cantwell, A. M. (2010). Teachers College Record, 112(9), 2441-2470.
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• The effects of social and cultural capital on student persistence: Are community colleges more meritocratic?

  • Wells, R. (2008). Community College Review, 36(1), 25-46.
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• Is grit relevant to well-being and strengths? Evidence across the globe for separating perseverance of effort and consistency of interests.

  • Disabato, D., Goodman, F., & Kashdan, T. (2018). Journal of Personality.
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