Supporting BIPOC and First-Generation Students’ Transition to College
Abstract
Background: The literature is replete with data suggesting that Black, Indigenous, and People of Color (BIPOC) and first-generation college (FGC) students need more support during their transition to college.
Methods: This descriptive, cross-sectional pilot study examined students’ satisfaction and
program outcomes after skills and team building events in the Connecting Future Caregivers Program (CFCP). This study occurred at a research-intensive university in the mid-Atlantic region. Data were collected using post-event, anonymous evaluation surveys that included Likert-type questions and open-ended questions.
Results: After a skills building simulation event, students realized that healthcare providers must listen, ask clarification questions (M = 5.00[0.58]), and be aware of body language (M = 5.29[0.76]). Within one month, some students felt overwhelmed with coursework (M = 4.29[1.11]), yet most planned on using their newly learned skills (M = 5.57[0.49]).
Conclusion: Programs like the CFCP demonstrated that a more deliberate and proactive approach cultivates a supportive community for BIPOC and FGC students.
Keywords: academic success, minority groups, healthcare disparity
How to Cite:
Saylor, J., Graber, J., Crawford-Hymon, S., Gurock, Z., Speakman, E., Saylor, J., Graber, J., Crawford-Hymon, S., Gurock, Z. & Speakman, E., (2025) “Supporting BIPOC and First-Generation Students’ Transition to College”, Building Healthy Academic Communities 9(2), 24-31. doi: https://doi.org/10.18061/bhac.v9i2.10263
Rights: Jennifer Saylor, Jennifer Graber, Shayla Crawford-Hymon, Zachary Gurock, Elizabeth Speakman
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