The 'CUDOJOTA' Theory of First Generation, Low Income Students.

1. Codujota's Theory of First Generation
Low Income Students:
THEORIES OF COLLEGE STUDENT DEVELOPMENT
SALEM STATE UNIVERSITY
NOVEMBER 20, 2014

2. Take a Walk…in their shoes.

3. Statistics and Reasoning
u Among students who performed in the top third on standardized
tests, low income students are five times more likely to skip college
than high income students.
u While 50% of people from high income families earn a Bachelor's
degree by age 25, only 9% from low income families do.
u First-generation college students are more than twice as likely to
leave college without earning a degree than students whose
parents have college degrees (43% to 20%)
Akerheilm, K., et al. "Factors related to college enrollment: Final report." 1998. In Thayer, P.B. (2000). Retaining first generation and low income students. Opportunity Outlook, 2-8.
Choy, S. "Students whose parents did not go to college: Post-secondary access, persistence, and attainment." 2001. In Pell Institute. (2006). Straight from the Source: What works for first-generation
college students. Washington, DC.
Martha J. Bailey and Susan M. Dynarski, “Inequality in Postsecondary Attainment,” 2011. In Executive Office of the President. (2014). Increasing college opportunity for low-income students:
Promising models and a call to action. Washington, DC: U.S. Government Printing Office

4. Codujota’s Theory of First
Generation Low Income Students
u Based on the premise that areas of concerns are unique and
affect the holistic development of the student.
u Three specific areas of concern are:
u Financial Concerns (Bill, Credit, Loans, Employment, etc.)
u Academic Concerns (Credit Hours, Workload, Support, etc.)
u Belonging Concerns (Family, Friend, Partner Support, etc.)
u Students achieve their own unique ‘equation’ of these three
areas for concern based on a numerical assessment of their
personal situation.

6. The FAB Scale
Financial Academic Belonging
Total Competence
0
10 10 10
0 0
0 30

7. Financial
u Paying for College
u How am I going to afford this whole thing?
u Paying for Life
u How can I make this work from day to day?

8. Financial
u Paying for College
u Stressors
uThe college application process is full of hidden fees
u"Tuition" is a fraction of the total cost
uAid often declines after the first year
uAnnual reapplication is a scheduled reminder
u Supports
uFederal grants, low-interest loans available
uAid counseling available

9. Financial
u Paying for Life
u Stressors
uEssentials: Meals, Books, Laptop, Transportation,
Clothes, Project Materials
uImportants: Cell Phone, Social Outings
uNecessary Evils: Job/Work Study
u Supports
uSubsidies for Essentials
uNurturing Social Network
uRaise/Extra Shift/Second Job

10. Financial Scale
High Competence
Mid Competence
Low Competence
Student is rarely concerned with finances. Not
a real source of stress, even occasionally.
Student feels reasonably settled financially.
Occasionally must deal with difficulties, but
needn't be preoccupied with them.
Student's financial well-being is a significant
source of stress. Frequent struggles with short-
and long-term finances.
5
10
0

11. Academic
u Institution
u How does the college or university itself help or hinder academic
success?
u Family
u How does family consciously or subconsciously affect academic
success?
u Work
u How do work commitments affect the amount of time or energy
needed for academic work?

12. Academic
Institution
Support
u Programs, career counselors, and tutors readily available
and sensitive to student situation
Stressor
u Institution lacks programs or experience with first gen
students
u Lacks academic support programs

13. Academic
Family
Support
u Family members support and do their best to understand
students pursuits
u Understand student may be less available for family activities
Stressor
u Lack of understanding or support of students academic pursuits
u Pressure and guilt regarding family matters placed on student

14. Academic
Work
Support
u Flexibility of schedule
u Empathetic employer/co-workers
u Stability of position
Stressor
u Threatened to lose job
u Non-empathetic employer/co-workers
u Physically or mentally exhausting job

15. Academic Scale
High Competence
Mid Competence
Low Competence
Student has the ability to focus on academics,
and puts in the time, energy, and effort
needed to achieve the best grades possible. Is
satisfied with the work accomplished.
Student struggles with academics and having
the time and energy to put into them. Grades
may fluctuate, as will students self approval of
work done.
Student lacks the time, energy, and ability to
focus on academics and receives low grades.
Feels unsatisfied with the work done.
5
10
0

16. Belonging
u Family
u Is the family supportive?
u What role do they play in the college experience?
u Friends
u Who are they?
u What do they do?
u Campus Involvement
u What is the student involved in?
u How active is their commitment?
u Where does such a commitment come from?

17. Belonging
u FAMILY
u Support:
uFamily is proud of student and encourages them to do well
uThey maintain constant contact and wish to be informed of
student's experience
uThey assist with finances or encourage/assist student in maintaining
his or her own
u Stressor:
uFamily is frustrated at students enrollment and are unsupportive of
the decision
uThey have little to no presence in students life
uAll financial needs are to be undertaken by the student

18. Belonging
u FRIENDS
u Support:
uFriends remain close to the student and relive other stressors
uThey accept student for who they are, regardless of other
factors (educational attainment, financial background,
etc.)
u Stressor:
uFriends are vast and varied and it is difficult for the student
to ascertain their level of emotional commitment
uFriends seem to critique the student, point out his or her
flaws, and seem to insist that student change certain
aspects of themselves.

19. Belonging
u INVOLVEMENT
u Support:
uStudents choice to join clubs/organizations was the result of
his or her own decision and passion
uThere is a sense of fulfillment from participation on campus
u Stressor:
u Student feels little to no attachment to
clubs/organizations. They joined for alternative reasons
other than desire or passion
uActivities of campus involvement are viewed as mundane
and non-beneficial. (This may be reflection of other
members or students)

20. "A feeling of belonging is crucial, especially for first
generation students or those who might have trouble
adapting to the college environment. The purpose of [the
office of] Student Involvement [and Activities] is to find ways
to reach out to those students and engage them. Becoming
involved on campus through a club helps to build
connections.....[students will] make friends and have
something to look forward to."
-Rebecca Jimenez, Director of Student Involvement and Activities, Salem State University

21. Belonging Scale
High Competence
Mid Competence
Low Competence
Student has high support from both family and
friends. They feel a strong connection to the
campus
Student receives some support from family and
friends, though can I time feel distanced from
them and the college environment.
Student has little or no outside support. There is
constant pressure from family. Friends are
limited or unaccepting. Campus feels foreign.
5
10
0

22. FAB Total Competence Scale
30200 10
High CompetenceMid CompetenceLow Competence
Student is doing exceptionally well in all areas
of concern and should be offered support as
needed. An area may still be of concern and
resources should be directed to enhance.
a. managing all areas of concern with
successes and failures along the way.
b. mastering one (or two) areas while
struggling in the second and/or third.
Student is struggling with multiple areas of
concern and may require numerous resources
to achieve educational goals originally
created. Student is at risk of departing.

23. Student Profiles

24. Cindy Rella
0
2
4
6
8
10
Financial Academic Belonging

25. Tim Puzzle
0
2
4
6
8
10
FINANCIAL ACADEMIC BELONGING

26. Poco Jontas
0
2
4
6
8
10
Financial Academic Belonging

27. Vol DeMort
0
2
4
6
8
10
FINANCIAL ACADEMIC BELONGING

28. Erikson’s Identity
Development Theory
u Development spans a person’s entire life
u Development is based on the influence of the
external environment as well as internal dynamics
u Stages
uEach stage is distinguished by a psychological crisis or
turning point that must be resolved by balancing the
internal self and the external environment.
uEach crisis must produce a developmental change in
order for the person to grapple with later developmental
crises.

29. ERIKSON CODUJOTA
Stage Five:
Identity vs.
Identity
Diffusion
(Confusion)
Defining the Self:
vEstablishment of core sense
of self, values, beliefs, and
goals.
Diffusion:
Struggles with developing
their core sense of self may
experience confusion and
insecurities about themselves
and their relationships with
others
vLack of clear sense of self
or purpose
Defining Competence:
vAm I capable?
vIs this worth it?
vWhat is my drive?
Low Competence:
vResults from negative
answers from the above
questions
vLack of support
vLack of confidence
vLimited resources
vInability to manage stressors
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college:
Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.

30. ERIKSON CODUJOTA
Stage Six:
Intimacy vs.
Isolation
Establishing Intimacy
vConnecting personal identity
to another's
vCreation of intimacy and
committed relationships
Distantiation
v“..the readiness to repudiate,
to isolate, and if necessary, to
destroy those forces and people
whose essence seems
dangerous to one’s own”
Isolation
vLack of strong sense of identity
leads to difficulty building
relationships and results in
emotional stress and isolation
Establishing Competence
vBeing able to manage
stressors
vBecoming independent in
achieving competence
through available supports
vElimination of specific
stressors
Lack of Competence
vStressors are too
overwhelming
vLack of confidence or drive
to utilize available supports
vFocus on specific
competence, rather than
rounding them all
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college:
Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.

31. Chickering’s Theory of
Identity Development
u Development occurs uniquely for each student.
u Constant revaluation of each area to ensure
competence in each area.
u Vectors work together and build on each other.
u Recalls emotional, interpersonal, ethical and intellectual
aspects of development.
u Three Tined Pitchfork & Handle Model relates to
Codujota’s FAB Scale leading to Total Competence.

32. Chickering’s Theory of
Identity Development
Codujota’s Theory of First Generation
Low Income Students
Vector 1: Developing Competence
Student develops intellectual & interpersonal competence as
well as physical & manual skills . This development is fueled by
confidence.
What do I need to know? Who do I need to
know and what must I do to be successful?
What is the source of my confidence?
Vector 3: Moving Through Autonomy
Toward Interdependence
Student develops emotional independence, free fromthe
need of constant praise and reassurance.Students become
self-dependent, able to solve their own problems and mobile.
Students also realize their place in relation to others and the
importance of their relationships.
Student distances self from the need of
constant support, but seeks healthy
relationships that will support their
academic success. Total Competence
depends heavily on support and resources
that benefit student, while still maintaining
ownership of their experience.
Vector 4: Developing Mature
Interpersonal Relationships
Student develops interpersonal and intercultural knowledge
and acceptance of their place in society. Student develops
the ability to pursue long term relationships with others and
respects individuals for who they are, with similarities and
differences.
Students are able to accept their own lived
reality and background as it defines them in
an effort to increase belonging and possibly
academic identity on campus. Friends and
support groups are important and can
further success and lead to degree
completion.

33. Chickering’s Theory of
Identity Development
Codujota’s Theory of First Generation
Low Income Students
Vector 5: Establishing identity
Student acknowledges differences in identity based on
gender, ethnicity and sexual orientation amongst others.
Student has developed a comfort with who they are and
what makes them unique and special.
Students are able to establish high total
competence in their development as a
college student. They realize how their
individual experiences can impact their
successes or struggles as a student.
Vector 6: Developing Purpose
Student defines themselves as a professional and a positive
contributor to society. The student realizes that they are
valuable to others and that their actions with colleagues can
make or break them. They have a life purpose and a calling.
Student receives high levels of support
and finds their own balance of the FAB
Scale, leading to high total competence.
Student comes into their own and
develops holistically as a college student
and values their drive and motivation.

34. Bridging the Gaps
u MMSI/MIE
u Student Services
u White House Initiative (January 2014)
u Transparency
u Up-front investment, payment options
u Building groups supports (Posse Foundation)

35. Limitations
u Difficult to ascertain whether the three factors are equal in
their influence
u Not all first generation/low socioeconomic students are the
same (as seen in video clip).
u Other variables (student age, gender, and ethnicity) are
not taken into account and may change the equation.
u Total Competence is not homogeneous and may appear
different in different cases.

36. References:
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student
development in college: Theory, research, and practice (2nd ed.). San Francisco,
CA: Jossey-Bass.
Executive Office of the President (2014). Increasing college opportunity for low-
income students: Promising models and a call to action. Washington, DC: U.S.
Government Printing Office.
Pell Institute (2006). Straight from the source: What works for first-generation college
students. Washington, DC.
Thayer, P.B. (2000). Retaining first generation and low income students. Opportunity
Outlook, 2-8.