Abstract

Academic enrichment programs seek to address the challenges first-generation students face, but research tends to focus on academic outcomes. In this study we investigated first-generation students’ perceptions of how a program addresses their mental well-being. A total of 25 undergraduate students who were enrolled in an academic enrichment program participated in focus groups and interviews. A thematic analysis of the focus groups and interviews revealed that students reported the program promoted their mental well-being by helping them to feel cared for, cultivating a sense of belonging, preventing and remediating distress, and helping them become resilient.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 1166-1183
Launched on MUSE
2017-12-01
Open Access
No
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