Competency 1: Analyze the methodology used in scientific research.

Identify the study sample in the chosen research.
Identify the methodology used in the chosen research. 

Competency 2: Evaluate the characteristics, purposes, benefits, strengths, and weaknesses of research methods.

Identify the main themes in the chosen research. 
Identify the research question or questions in the chosen research.
Describe the theoretical framework of the chosen research study.
Describe the findings in the chosen research. 

Competency 6: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.

Communicate in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting. 

Articles for the Weeks 3 & 6 Assignments
Posted on: Thursday, July 28, 2022 9:47:33 AM CDT
Articles for the Week 3 and Week 6 Assignments
Each of the assigned articles for the Weeks 3 and 6 assignments are downloadable in our course newsletter linked in the announcement from July 9, 2022. You will need to search the library for the formal hyperlinks necessary for the accurate APA style references that you will create for each article for the reference list, with the exception of the Kiebler and Steward (2021) article which is only available via the download provided in the course newsletter. For that article, you will include the DOI number, but not a hyperlink.
We suggest you read the “sample” article first and then look at how we “dissected” it in the template provided in the assignment area. Then, please read each article below to find the content required for the research matrix template.
Sample Article (Nin & Keeton, 2019)
Article Title: Challenges and realizations of first-generation students who navigated through transfer momentum points
Authors: Nin & Keeton
Year of Publication: 2019 
Article 1 (Capannola & Johnson, 2022)
Article Title: On being the first: The role of family in the experiences of first-generation college students
Authors (last names): Capannola & Johnson
Year of Publication: 2022
Article 2 (Garvey et al., 2020)
Article Title: Where I sleep: The relationship with residential environments and first-generation belongingness
Authors (last names): Garvey, Ballysingh, Dow, Howard, Ingram, & Carlson
Year of Publication: 2020
Article 3 (Kiebler & Stewart, 2021)
Article Title: Student experiences of the COVID-19 pandemic: Perspectives from first-generation/lower-income students and others
Authors (last names): Kiebler & Steward
Year of Publication: 2021 
Article 4 (Almeida et al., 2021)
Article Title: How relevant is grit? The importance of social capital in first-generation college students’ academic success
Authors (last names): Almeida, Byrne, Smith, & Ruiz
Year of Publication: 20217860 Week 3 Assignment

Literature Review Research Matrix
Please note that the first row of data is meant as an example. Please read the example article (Nin & Keeton, 2020) as a guide for how to dissect each article assigned.

Parenthetical Citation

Main Themes/


Research Question(s)

Theoretical Framework or Model

Population & Sample description & “N=”

Methodology& Design

Summary of Findings

 (Nin & Keeton, 2020)

Lack of institutional support, the importance of self-regulation and personal responsibility, family support, and importance of financial resources

What challenges do first-generation community college students experience when navigating through the process of transferring to a four-year university?

Ben and Eaton’s model of student retention

N = 10

Students from a large, public, community college volunteered to participate in the study.


 The participants began community college with limited experience and knowledge about higher education. Their limited income, experience, and a lack of parental guidance led to many challenges. These challenges included difficulties with financing their education, feelings of isolation, setback and obstacles (poor grades, struggles in class, repeated course withdrawals), and struggles balancing work and school commitments, sometimes because of a lack of motivation in early college career. However, what the students all had in common was that they learned how to navigate community college and made new realizations, which guided them through momentum points. Analysis of the interview transcripts resulted in four challenges and four realizations that were consistent in this group of first-generation students: Limited income, developing financial awareness, feeling isolated and alone, utilizing support systems and campus resources, setbacks and obstacles, staying focused and hopeful, lack of motivation in early college career, and finding their drive.

Capannola & Johnson, 2022

family relationships, first-generation college students, qualitative

Braun and Clarke’s inductive thematic analysis

large public university in the Southeastern

qualitative phenomenological design

 Garvey et al., 2020

Does a Sense of belonging contributes to academic success, persistence, and self-efficacy among students, and is especially poignant for first-generation students ?

Strayhorn’s (2012) sense of belonging model:


 email using students’ university-provided email addresses and via social media platforms (i.e., Facebook, Instagram, and Twitter). We provided incentives to promote survey completion among student respondents








Nin, O. F., & Keeton, R. (2020). Challenges and realizations of first-generation students who navigated through transfer momentum points. Community College Journal of


How Relevant Is Grit?
The Importance of
Social Capital in
College Students’
Academic Success

Daniel J. Almeida

Andrew M. Byrne

, Rachel M. Smith


and Saul Ruiz


Traditional definitions of Grit have diminished the role of institutional actors in

student success. Social capital theory posits that students derive benefits like insti-

tutional resources, information, and support through their social networks to

achieve success in higher education. This study employed social network analysis

to operationalize dimensions of social capital. Using a sample of first-generation

college students (FGCSs; N ¼ 156) at a 4-year private institution, this study explored
the relationship between grit and social capital, and how these concepts relate to

FGCS success. This study found that Grit and its two components—consistency of

interest and perseverance of effort—do not predict FGCS’ grade point average,

while access to social capital with faculty and staff does. Implications for practice

and future research are discussed.


grit, social capital, retention, first generation, social network

School of Education, California Polytechnic State University, San Luis Obispo, CA, USA

Corresponding Author:

Daniel J. Almeida, School of Education, California Polytechnic University, 1 Grand Avenue, San Luis

Obispo, CA 93407, USA.

Email: [email protected]

Journal of College Student Retention:

Research, Theory & Practice

! The Author(s) 2019
Article reuse guidelines:

DOI: 10.1177/1521025119854688

2021, Vol. 23(3) 539–559

mailto:[email protected]

None of us got where we are solely by pulling ourselves up by our bootstraps. We

got here because somebody—a parent, a teacher, an Ivy League crony or a few

nuns—bent down and helped us pick up our boots. –Thurgood Marshall

A more recent iteration of the individualistic notion of bootstrap meritocracy
and success is conceptualized as grit. Defined as “perseverance and passion for
long-term goals” (Duckworth, Peterson, Matthews, & Kelly, 2007, p. 1087), grit
is a popular buzzword in educational discourse. Research regarding grit (Credé,
Tynan, & Harms, 2017; Duckworth & Quinn, 2009; Strayhorn, 2013; Vazsonyi
et al., 2019; Wolters & Hussain, 2015) has given rise to programs and support
initiatives to address lower higher education completion rates among first-
generation college students (FGCSs). Despite grit’s widespread use, even grit
researcher Angela Duckworth agrees that the “enthusiasm is ahead of the sci-
ence” (Kamenetz, 2015, p. 1). Grit’s composition relies heavily on the presence
of privilege (Schreiner, 2Please direct inquires about this manuscript to: Jason C. Garvey, [email protected]

College Student Affairs Journal, Volume 38(1), pp. 16 – 33 ISSN 2381-2338
Copyright 2020 Southern Association for College Student Affairs All rights of reproduction in any form reserved.


Jason C. Garvey
Tracy Arámbula Ballysingh
Loren Bowley Dow
Brandin L. Howard
University of Vermont

Amanda N. Ingram
University of Alabama

Melissa Carlson
Colorado State University

Sense of belonging contributes to academic success, persistence, and self-ef-
ficacy among students, and is especially poignant for first-generation stu-
dents who are less likely to engage socially, intellectually, and academically.
Residential spaces provide the ideal environment to examine belongingness
among first-generation students because of the intersections of academic
and social spaces. In our study, we utilized regression analysis supplement-
ed by an analysis of open-ended responses to explore belongingness among
first-generation students in residential spaces using Strayhorn’s (2012)
sense of belonging model. Our findings suggest that residential advisors,
residence hall facilities and programming, and multiple identities contribute
to first-generation student belongingness.

17 College Student Affairs Journal Vol. 38, No. 1, 2020

Sense of belonging contributes to aca-demic success, persistence, and self-ef-ficacy among undergraduate students
and is a crucial factor in the successful tran-
sition to college (Hausman, Schofield, &
Woods, 2007; Johnson et al., 2007; Locks,
Hurtado, Bowman, & Oseguera, 2008). The
factors that shape students’ sense of be-
longing in college is the focus of a grow-
ing body of research (Hoffman, Richmond,
Morrow, & Salamone, 2002; Hurtado & Car-
ter, 1997; Nuñez, 2009), yet much is left
to uncover regarding how belongingness
shapes the experiences of first-generation
students, in particular. The significance of
belongingness to student success is espe-
cially poignant for first-generation students
who are less likely to engage socially, intel-
lectually, and academically in college (Engle
& Tinto, 2008; Soria & Stebleton, 2012). In-
sufficient social and academic engagement
by first-generation students can negatively
affect completion rates. Recent NCES data
indicate 33 percent of first-generation stu-
dents left postsecondary education without
a credential in comparison with 20 percent
of their continuing generation peers whose
parents completed some college and 14
percent of their peers whose parents earned
a bachelor’s degree (Cataldi, Bennett, &
Chen, 2018). The salience of belongingness
for first-generation students’ academic suc-
cess is heightened when students hold oth-
er marginalized identities, including those
related to gender expression, sexual orien-
tation, race, ethnicity, economic status, and
sFull Terms & Conditions of access and use can be found at

Community College Journal of Research and Practice

ISSN: 1066-8926 (Print) 1521-0413 (Online) Journal homepage:

Challenges and Realizations of First-Generation
Students Who Navigated through Transfer
Momentum Points

Orlantha F. Marine Nin & Rebecca Gutierrez Keeton

To cite this article: Orlantha F. Marine Nin & Rebecca Gutierrez Keeton (2020) Challenges
and Realizations of First-Generation Students Who Navigated through Transfer Momentum
Points, Community College Journal of Research and Practice, 44:4, 273-287, DOI:

To link to this article:

Published online: 21 May 2019.

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Citing articles: 2 View citing articles

Challenges and Realizations of First-Generation Students Who
Navigated through Transfer Momentum Points
Orlantha F. Marine Nin a and Rebecca Gutierrez Keetonb

aExtended Opportunities Program & Services, Saddleback College, Mission Viejo, CA, USA.; bEducational Leadership,
California State University, Fullerton, CA, USA

This qualitative study investigated the challenges experienced by first-
generation community college students as they navigated the process of
transferring to a four-year university. Participants were from a pool of first-
generation students who were in the process of completing steps to
transferring. These participants all completed specific transfer momentum
points, which indicated that they were on a pathway to transfer. This study
amplified the voices of first-generation community college students who
were achieving success towards transferring and described the challenges
and learning that they experienced in the process. The findings indicated
that participants faced several significant challenges throughout their edu-

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