scholarly journals Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status

2009 ◽  
Vol 50 (5) ◽  
pp. 437-459 ◽  
Author(s):  
Young K. Kim ◽  
Linda J. Sax
Keyword(s):  
Social Class ◽  
Research Universities ◽  
First Generation ◽  
Generation Status ◽  
Faculty Interaction ◽  
Student Gender

National Trends in Federal Student Loan Borrowing by Income Group and First-Generation Status

2020 ◽  
Author(s):  
Monica Chan ◽  
Jihye Kwon ◽  
David Nguyen ◽  
Katherine Saunders ◽  
Nilkamal Shah ◽  
...  
Keyword(s):  
First Generation ◽  
Income Group ◽  
Student Loan ◽  
Generation Status ◽  
National Trends

scholarly journals On ‘being first’: the case for first-generation status in Australian higher education equity policy

2021 ◽  
Author(s):  
Sally Patfield ◽  
Jennifer Gore ◽  
Natasha Weaver
Keyword(s):  
Higher Education ◽  
Low Socioeconomic Status ◽  
Higher Education Policy ◽  
First Generation ◽  
Policy Framework ◽  
Indigenous Australians ◽  
Government Schools ◽  
Generation Status ◽  
Educational Disadvantage ◽  
Equity Policy

AbstractFor more than three decades, Australian higher education policy has been guided by a national equity framework focussed on six underrepresented target groups: Indigenous Australians, people from low socioeconomic status backgrounds, people from regional and remote areas, people with disabilities, people from non-English speaking backgrounds, and women in non-traditional areas of study. Despite bringing equitable access to the forefront of university agendas, this policy framework has fostered a somewhat narrow conceptualisation of how educational disadvantage should be addressed. Responding to calls for reform, this paper draws on survey data from 6492 students in NSW government schools to examine the extent to which a new category warrants inclusion in the national framework: first-generation status. We illustrate how being the first in a family to attend university brings distinct equity status and argue for a revision of the national equity framework to recognise and support students who are ‘first’.

A social identity perspective on the social-class achievement gap: Academic and social adjustment in the transition to university

2019 ◽  
Vol 22 (3) ◽  
pp. 403-418 ◽  
Author(s):  
Jenny Veldman ◽  
Loes Meeussen ◽  
Colette van Laar
Keyword(s):  
Academic Achievement ◽  
Achievement Gap ◽  
Social Class ◽  
Social Identity ◽  
University Students ◽  
Social Adjustment ◽  
First Generation ◽  
First Year ◽  
The Social ◽  
First Year University

First-generation students show lower academic performance at university compared to continuing-generation students. Previous research established the value in taking a social identity perspective on this social-class achievement gap, and showed that the gap can partly be explained by lower compatibility between social background and university identities that first- compared to continuing-generation students experience. The present paper aimed to increase insight into the processes through which this low identity compatibility leads to lower academic achievement by examining first-year university students’ adjustment to university in two key domains: the academic and the social domain. These were examined as two routes through which the social-class achievement gap may arise, and hence perpetuate this group-based inequality. Adjustment was examined both through students’ actual integration in the academic and social domains, and their internally experienced concerns about these domains at university. A longitudinal study among 674 first-year university students (13.6% first-generation) showed that first-generation students experienced lower identity compatibility in their first semester, which was in turn related to lower social, but not academic, integration. Lower identity compatibility was also related to more concerns about the social and academic domains at university. Low identity compatibility was directly related to lower academic achievement 1 year later, and this relationship was mediated only by lower social integration at university. These findings show that to understand, and hence reduce, the social-class achievement gap, it is important to examine how low identity compatibility can create difficulties in academic and particularly social adjustment at university with consequences for achievement.

The social class worldviews of first-generation college students

2016 ◽  
Vol 30 (4) ◽  
pp. 415-440 ◽  
Author(s):  
Alexander J. Rice ◽  
Alexander J. Colbow ◽  
Shane Gibbons ◽  
Charles Cederberg ◽  
Ethan Sahker ◽  
...  
Keyword(s):  
College Students ◽  
Social Class ◽  
First Generation ◽  
First Generation College Students ◽  
The Social ◽  
First Generation College

scholarly journals Understanding Students' Parental Education Beyond First-Generation Status

2004 ◽  
Vol 32 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Jenny J. Lee ◽  
Linda J. Sax ◽  
Karen A. Kim ◽  
Linda S. Hagedorn
Keyword(s):  
Parental Education ◽  
First Generation ◽  
Generation Status
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