ArticleCBE life sciences education2026
"It's because of me - I made myself get here": First-Generation College Students in STEM Motivations for, and Experiences with, Academic Advising.
Article in CBE life sciences education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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4 authors.
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Abstract
Academic advising plays a major role in shaping undergraduate life sciences students' experiences through college. However, despite the critical nature of advising, there have been relatively few studies examining students' experiences with advising and how these experiences may influence their academic journeys. Here, we investigate first-generation college students' experiences with academic advising in biology and throughout STEM. Through the lens of community cultural wealth, we found several themes such as balancing independence and pressures to succeed, identity as a source for empowerment and motivation, wanting reassurance and support from advisors, as well as negative outcomes during interactions with advisors. We also provide recommendations from student participants on how to improve academic advising. This research adds to the limited, but growing, body of literature on academic advising broadly, and within biology and other STEM fields specifically.
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