First-Generation College Students and U.S. Citizens: Is the University Perceived Like Family or Strangers?

In March 2020, the higher-education community faced one of its largest disruptions to date with the COVID-19 pandemic forcing campuses to close their doors to thousands of students. The university-wide closures prompted a collaboration between researchers and college administrators to assess the impact of COVID-19 on First-Generation College Students (FGCS). The team surveyed 659 FGCS across five U.S. universities to assess the ways in which the pandemic exacerbated already existing inequalities students faced in their persistence to graduate from college. The team used the social cognitive career theory as a conceptual framework for analysis. Our findings revealed that when respondents compared their life before COVID-19 with their present state, FGCS were less likely to perceive they had enough money to return to college, felt overwhelmed and lonely by added stress, and were more likely to see an increase in family responsibilities.

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A DESCRIPTION AND EVALUATION OF THE EFFECTS OF A PREENGINEERING PROGRAM FOR UNDERREPRESENTED, LOW-INCOME, AND/OR FIRST GENERATION COLLEGE STUDENTS AT THE UNIVERSITY OF AKRON

Journal of Women and Minorities in Science and Engineering ◽

10.1615/jwomenminorscieneng.v6.i3.30 ◽

2000 ◽

Vol 6 (3) ◽

pp. 8 ◽

Cited By ~ 3

Author(s):

Paul C. Lam ◽

P. Ruby Mawasha ◽

Dennis Doverspike ◽

Bradley McClain ◽

John Vesalo

Keyword(s):

College Students ◽

Low Income ◽

First Generation ◽

First Generation College Students ◽

First Generation College ◽

The University

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Addressing the Sophomore Slump: First-Generation College Students’ Completion of Year Two of Study in a Rural Bachelor’s Degree Granting College

Journal of College Student Retention Research Theory & Practice ◽

10.1177/15210251211014868 ◽

2021 ◽

pp. 152102512110148

Author(s):

Davina Capik ◽

Matthew Shupp

Keyword(s):

College Students ◽

First Generation ◽

First Generation College Students ◽

Bachelor's Degree ◽

Drop Out ◽

Sophomore Slump ◽

First Generation College ◽

Second Year ◽

The University ◽

Persistence Toward Graduation

There is limited research on the experiences of first-generation students who have completed their second year and enrolled for a third year in order to continue their studies even though this population of students are the most likely to drop out of college in their second year. The purpose of this qualitative study was to understand how current first-generation college students, who are enrolled or completed the second semester of their sophomore year, experience college as a first-generation student and made the decision to persist toward completing their bachelor’s degree. Through first-hand accounts of participants’ experiences of their time at the university, this study highlights what factors students contributed to their persistence toward graduation. The findings have the potential to facilitate a deeper understanding of what stakeholders working with first-generation college students can do to assist in retention efforts of this population.

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“I don’t think the university knows me.”: Institutional culture and lower-income, first-generation college students.

InterActions: UCLA Journal of Education and Information Studies ◽

10.5070/d4102019237 ◽

2014 ◽

Vol 10 (2) ◽

Author(s):

Erin DeRosa ◽

Nadine Dolby

Keyword(s):

College Students ◽

First Generation ◽

Institutional Culture ◽

First Generation College Students ◽

Lower Income ◽

First Generation College ◽

The University

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An Examination of High-Achieving First-Generation College Students From Low-Income Backgrounds

Gifted Child Quarterly ◽

10.1177/0016986217738051 ◽

2017 ◽

Vol 62 (1) ◽

pp. 96-110 ◽

Cited By ~ 6

Author(s):

Thomas P. Hébert

Keyword(s):

College Students ◽

Low Income ◽

First Generation ◽

First Generation College Students ◽

Family Adversity ◽

First Generation College ◽

University Experiences ◽

High Achieving ◽

K 12 ◽

The University

Experiences of 10 high-achieving first-generation college students from low-income backgrounds were the focus of this qualitative research study. Family adversity and difficult personal experiences during adolescence were major themes; however, students benefitted from emotionally supportive K-12 educators and academic rigor in high school. Sustained family pride helped to keep them focused on reaching their goals, as well as intellectual engagement at the university, and influential mentors. The 10 participants developed a strong sense of purpose at the university and graduated well prepared for careers and graduate school. Implications of the findings are presented along with suggestions for designing effective university experiences for talented first-generation students.

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