Review of Literature


Ten are required that relate to your study proposal. If you use the book as one of the sources, cite the chapter that you use and not just the book. This is how I would start: pick one study from your literature map and read it completely, taking notes and highlighting items such as purpose, research questions, methodology, findings/results, and pertinent conclusion. Summarize each article as I have done below. This is not an abstract nor a full retelling of the article. But, you will need to read the study completely to be able summarize as the examples below show.
1.Rondini, A. (2018). Cautionary tales: low-income first generation college students, educational mobility, and familial meaning making processes. In A.c. Rondini, B.N. Richards, & N. P. Simon (Eds.), Clearing the Path for First-Generation College Students: Qualitative and Intersectional Studies of Educational Mobility (pp. 19-49).  New York, NY: Lexington Books. 
This was a qualitative study conducted with low-income, first generation college students and their parents to explore the way familial habitus influences academic persistence in obtaining a college degree. In-depth interviews with the students and their parents led to a better understanding of how the hardships faced by parents, economically and accessibility to resources, actually resulted in positive motivation for the LIFG students to persist in college completion. Familial habitus and cultural norms had a positive impact on educational persistence resulting in intergenerational mobility. Although class based habitus can limit one’s ability to navigate higher educational institutions, these particular parents provided a parenting aspect that encouraged the children to continue. The parents shared with their children stories of struggle and hardship. Class-based differentiation with regards to parenting approaches – concerted cultivation or natural growth – can transcend habitus. Parents instilled in their children aspiration for higher educational attainment due to their own experiences of constraint and deprivation. The parents’ biographical narratives of struggle and sacrifice focus on overcoming structural barriers. Bourdieu (1996). Social reproduction in educational settings can be transcended by a familial habitus that supports academic persistence. Agency of the parents can push back against a worldview of constraint and deprivation. 
2. Lee, E. & Kramer, R.. (2018). Out with the old, in with the new? Habitus and social mobiity at selective colleges. In A.c. Rondini, B.N. Richards, & N. P. Simon (Eds.), Clearing the Path for First-Generation College Students: Qualitative and Intersectional Studies of Educational Mobility (pp. 75-104).  New York, NY: Lexington Books. 
This mixed-method research study showed how social mobility impacts interactions between First Generation College Students and their families. The study investigated ways in which transition from a nonelite community to an “ academic elite” (p. 75)  college community. Cultural understandings are developed through family and class position, thus may differ for the FGCS as they negotiate the college community and cause a rift between the student’s life at college and communicating with one’s family and home community.  The study used a multi-methods approach with in-depth interviews with 26 students, individual data from the National Longitudinal Survey of Freshman concerning general demographics, and follow-up surveys. The theoretical framework used was Bourdieu’s concept of habitus – which can be defined as the dispositions (tastes, mannerisms, attitudes, and priorities) one gains through experiences. This study applied the concept of “cleft habitus” in that FGCS must embrace and implement a dual habitus – dispositions needed to be successful in college  the dispositions needed to interact and communicate with the home community. Articles are below.………………………

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