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Ten simple rules for successfully supporting first-generation/low-income (FLI) students in STEM

Familiarizing yourself with resources and checking in with your students on basic needs can provide you with more information on how to best support them and improve learning conditions. When students lack a sense of belonging, they experience additional challenges with academic performance and rete...

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Published in:PLoS computational biology 2022-10, Vol.18 (10), p.e1010499-e1010499
Main Authors: Peña, Courtney, Ruedas-Gracia, Nidia, Cohen, Jennifer R, Tran, Ngoc, Stratton, Miranda B
Format: Article
Language:English
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Summary:Familiarizing yourself with resources and checking in with your students on basic needs can provide you with more information on how to best support them and improve learning conditions. When students lack a sense of belonging, they experience additional challenges with academic performance and retention and are more at risk for stress, anxiety, and depression [26,27]. Because of the cultural differences described in Rule 3, FLI STEM students can experience additional barriers to feeling like they belong. At the individual level, FLI students may have responsibilities within their families or communities to provide emotional support and advocacy, language brokering, financial support, physical care, life advice, and heavy sibling/parent caretaking [30,31]. Consider offering affordable alternatives such as an open-exchange STEM library or putting a statement about basic needs in your syllabus to show your commitment to supporting FLI student learning [9] (see [9] for more examples of strategies for faculty).
ISSN:1553-7358
1553-734X
1553-7358
DOI:10.1371/journal.pcbi.1010499