PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
First-generation Low-income College Student Perceptions about First Year Calculus
Page: 74
The purpose of this study was to explore first-generation low-income students’ experiences with first-year calculus, including their self-belief in being successful in math. As part of the Progress though Calculus project, one STEM-focused institution was studied with survey results from students enrolled in first year calculus, and interviews and a focus group of three first-generation low-income students who completed first year calculus. Quantitative results illustrated similar rates of faculty and student interaction and increased self belief in being successful in math while taking first year calculus for first-generation students, in comparison to their continued generation peers. Qualitative findings emphasized the value of creating interactions with faculty and other students, and faculty’s impact on students’ sense of belief in being successful in calculus. Promoting non-cognitive factors such as student support and self-belief in math success may influence math completion of first-generation low-income students.