Abstract
Studies have shown that first-generation college students (FGCS), those who are the first in their families to earn a bachelor's degree, have unique experiences, perceptions, and needs when compared to non- first-generation college students (NFGCS) whose parents have graduated from college. A recent survey of 201 signed language interpreting bachelor's degree students found that FGCS and NFGCS differ in their academic lives. The results of this study support previous research that indicates that FGCS often face obstacles that can impede their academic success. By recognizing the challenges that FGCS may encounter, interpreter educators can create learning environments that better support these underrepresented students and foster impactful academic experiences. It's important to note that FGCS bring not only challenges, but also a sense of determination and perseverance that can enhance collaborative learning, engender trust with faculty, inspire confidence in others, and contribute to a positive learning atmosphere.
Recommended Citation
Muroski, Kierstin S.
(2024)
"Signed Language Interpreter Education: A Comparison of First-Generation and Non-First-Generation Bachelor's Students,"
International Journal of Interpreter Education: Vol. 15:
Iss.
1, Article 5.
Available at:
https://open.clemson.edu/ijie/vol15/iss1/5
