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: 1379
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. Qualitative findings emphasized the value of creating connections with other students and faculty, and faculty’s impact on students’ sense of belief in being successful in calculus. Quantitative results illustrated statistically significant higher rates of faculty interaction outside of class and increased confidence in math while taking first year calculus for first-generation low-income students, in comparison to their continued generation, higher income peers. Promoting non-cognitive factors such as student support and self-belief in math success may influence math completion of first-generation low-income students.