Summary
Given the diverse class-based cultural systems common across institutions of higher education, first-generation students usually have the task of navigating a culture different from where they originated. We propose a model that uses an acculturation perspective to understand first generation college student’s adjustment. Primarily based on research on immigration, acculturation literature has developed a nuanced picture looking at the contexts of acculturation, acculturation orientations, risks, cultural assets, intergenerational acculturation discrepancies, and reverse socialization at home.

Summary
This paper is designed to address gaps in the first-generation college student (FGCS) literature by centering the family as the main theoretical and methodological consideration. By integrating the Family Fundamental Interpersonal Relations Orientation (FIRO) Model, I aim to understand FGCSs experiences of family support both during and after college, and the implications of that support for well-being. Understanding who FGCS are turning to for support, the topics they are seeking support on, and the methods by which they obtain that support has implications for improving the FGCS experience, and ultimately student success and well-being.

Summary
Most studies examine specifically Chinese mothers’ academic expectations, learning-related behaviors, and child perceived parental acceptance-rejection, and child outcomes on their own. However, little empirical research directly links these aspects and explores how these are gradually translated and transmitted, and how cultural beliefs, socio-economic and political ecologies influence this process. In this paper, a mid-range model is proposed by integrating the Parental Ethnotheories Model and Interpersonal Acceptance-Rejection Theory (IPARTheory). This model aims to disentangle and contextualize the translation process among these aspects and explore the moderating/mediating roles of explicit Chinese cultural beliefs and China’s socio-economic and political ecologies.