Staying Close or Going Away: How Distance to College Impacts the Educational Attainment and Academic Performance of First-generation College Students

It is widely documented that first-generation college students attain bachelor’s degrees at lower rates than their peers. First-generation students also consistently prioritize distance to college in their school decision-making process. How distance impacts their educational performance, however, is an issue that has not received sufficient research attention. This study uses the Beginning Postsecondary Students Longitudinal Study (BPS:04/09) to investigate whether the distance between the permanent residence of first-generation students enrolled in four-year degree programs and their attending college impacts their educational attainment and grade point average (GPA). We find that first-generation students who attend colleges at a greater distance from home are more likely to graduate from college with a bachelor’s degree. We do not find strong support for the relationship between distance and a student’s GPA in most years of enrollment. We discuss the way college accessibility reinforces inequality within higher education along with the theoretical implications of our findings.

Download Full-text

The impact of peer mentoring on the mentors

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-10-2015-0078 ◽

2017 ◽

Vol 9 (2) ◽

pp. 255-266 ◽

Cited By ~ 2

Author(s):

Sara Connolly

Keyword(s):

College Students ◽

Peer Mentoring ◽

First Generation ◽

First Generation College Students ◽

Control Group ◽

First Generation Students ◽

Grade Point ◽

Content Type ◽

First Generation College ◽

The Impact

Purpose The purpose of this paper is to examine the impact of first generation peer mentoring experiences on retention, grade point average and students’ perception of their academic and leadership development. Design/methodology/approach This study utilized a mixed methods approach. Focus groups and interviews were utilized to determine the reported leadership experiences of the mentors. Descriptive statistics were used to compare grade point averages and retention rates. Findings The study found peer mentors in residential life perceived an increase in leadership skills; including role modeling, time management, personal confidence, and problem solving. The peers were challenged in their roles, and perceived these challenges to help them to grow as leaders. When compared to their peers, the peer mentors experienced increased retention and similar grade point averages. The results indicated that peer mentoring experiences can be beneficial for the mentors who are first generation college students, even experiences that are particularly challenging. Research limitations/implications The biggest limitation to this study is the fact that this was a small sample, without a control group. A further limitation is that it was difficult to get students to participate in the study. Future research might examine peer mentoring experiences of first generation students on larger campuses or on multiple campuses to allow for a control group of first generation peers without a peer mentoring experience. Practical implications The results indicated that peer mentoring experiences can be beneficial for the mentors who are first generation college students, even experiences that are particularly challenging. Social implications Due to the potential for their success, these types of experiences should be expanded for first generation students, a group that is at a higher risk for drop out. Special attention should be paid to ongoing training in peer mentoring experiences, given the level of commitment by the mentors. Originality/value While other studies have examined the impact of peer mentoring on those that have been mentored, and a few have examined the impact of the experience on the mentors themselves this study extends the research by looking at first generation college students. This is valuable because first generation students continue to lag in their success in college and practical research on what can improve the student experience for this group is necessary.

Download Full-text

Reducing Gaps in First-Year Outcomes Between Hispanic First-Generation College Students and Their Peers: The Role of Accelerated Learning and Financial Aid

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025118768055 ◽

2018 ◽

Vol 22 (3) ◽

pp. 441-463

Author(s):

Christian A. Latino ◽

Gabriela Stegmann ◽

Justine Radunzel ◽

Jason D. Way ◽

Edgar Sanchez ◽

...

Keyword(s):

College Students ◽

Financial Aid ◽

First Generation ◽

First Generation College Students ◽

Achievement Gaps ◽

Accelerated Learning ◽

Retention Rates ◽

First Year ◽

Grade Point ◽

First Generation College

Hispanic students are the most likely out of all racial or ethnic groups to be first-generation college students (FGCS). Hispanic FGCS have been shown to be the least likely to persist out of all racial or ethnic backgrounds. However, there is little literature on this population. To address this, the present study investigated the association of accelerated learning in high school (e.g., Advanced Placement courses and dual enrollment) and financial aid on academic outcomes for Hispanic FGCS and Hispanic non-FGCS at a 4-year postsecondary institution ( n = 2,499). Hispanic FGCS fared worse in first-year grade point average (GPA) and first- to second-year retention than Hispanic non-FGCS. After controlling for academic, nonacademic, and demographic variables, results suggested that accelerated learning reduced achievement gaps in first-year GPA and financial aid reduced achievement gaps in retention rates for Hispanic FGCS. These results suggest that environmental supports (i.e., accelerated learning and financial aid) may be able to improve GPA and retention for Hispanic FGCS.

Download Full-text

Information Seeking Anxiety and Preferred Information Sources of First-Generation College Students

Evidence Based Library and Information Practice ◽

10.18438/eblip29843 ◽

2021 ◽

Vol 16 (1) ◽

pp. 5-24

Author(s):

Josefine Smith ◽

Stacy Brinkman

Keyword(s):

College Students ◽

Information Seeking ◽

Online Survey ◽

First Generation ◽

Information Sources ◽

First Generation College Students ◽

Generational Status ◽

First Generation Students ◽

Parental Experience ◽

First Generation College

Objective – To determine whether information seeking anxieties and preferred information sources differ between first-generation college students and their continuing-generation peers. Methods – An online survey was disseminated at two public college campuses. A total of 490 respondents were included in the results. Independent variables included institution, year in college, and generational status. Instead of using a binary variable, this study used three groups for the independent variable of generational status, with two first-generation groups and one continuing-generation group based on parental experience with college. Dependent variables included 4 measures of information seeking anxiety and 22 measures of preferred information sources. Responses were analyzed using SPSS. One-way independent ANOVA tests were used to compare groups by generational status, and two- and three-way factorial ANOVA tests were conducted to explore interaction effects of generational status with institution and year in college. Results – No significant differences in overall information seeking anxiety were found between students whose parents had differing levels of experience with college. However, when exploring the specific variable of experiencing anxiety about “navigating the system in college,” a two-way interaction involving generational status and year in school was found, with first-generation students with the least direct experience with college reporting higher levels of anxiety at different years in college than their peers. Two categories of first-generation students were found to consult with their parents far less than continuing-generation peers. The study also found that institutional or generational differences may also influence whether students ask for information from their peers, librarians, tutoring centers, professors, or advisors. Conclusion – This study is one of the first to directly compare the information seeking preferences and anxieties of first-generation and continuing-generation students using a non-binary approach. While previous research suggests that first-generation students experience heightened anxiety about information seeking, this study found no significant overall differences between students based on their generational status. The study reinforced previous research about first-generation college students relying less on their parents than their continuing-generation peers. However, this study complicates previous research about first-generation students and their utilization of peers, librarians, tutoring centers, professors, or advisors as information sources, and suggests that institutional context plays an important role in shaping first-generation information seeking.

Download Full-text

First generation college students and non-first-generation college students: Perceptions of belonging

Journal of Nursing Education and Practice ◽

10.5430/jnep.v8n12p58 ◽

2018 ◽

Vol 8 (12) ◽

pp. 58 ◽

Cited By ~ 1

Author(s):

Margaret Costello ◽

Amy Ballin ◽

Miriam Rosalyn Diamond ◽

Lan Gao

Keyword(s):

College Students ◽

Peer Relationships ◽

Sense Of Belonging ◽

First Generation ◽

First Generation College Students ◽

Work And Family ◽

First Generation Students ◽

Family Responsibilities ◽

Academic Degree ◽

First Generation College

Background and objective: First generation college students (FGS), are emerging as an important demographic group for colleges and universities. Having a ‘sense of belonging’ or belonging is important to the success of all college students, especially for the retention of students who may be at risk of not completing their academic degree. The purpose of this study is to analyze differences between first generation and non-first-generation college students based on a mattering survey.Methods: Two hundred and thirty undergraduate students in one New England College participated in a study designed to uncover differences between FGS and non-first-generation college students based on responses to a mattering survey. The study utilized a questionnaire designed to capture students’ opinions on mattering. Open questions were included to inform and enrich the data.Results: First-generation student perceived a greater number of obstacles in their college experience than non-first-generation students. Obstacles to academic success for first generation students included lack of time to study due to work and family responsibilities, financial struggles, and unhelpful faculty relationships. Facilitators were helpful faculty and peer relationships. Lack of mental health support was cited as a barrier to both cohorts of students.Conclusions: Having a sense of belonging or mattering can help the student feel a connection to the college. This may aid the student in persisting towards graduation. Persistence toward graduation is important for all students including nursing students.

Download Full-text

Pushing the Boulder Uphill: The Persistence of First-Generation College Students

NASPA Journal ◽

10.2202/0027-6014.1353 ◽

2004 ◽

Vol 41 (3) ◽

Cited By ~ 19

Author(s):

Patricia Somers ◽

Shawn R Woodhouse ◽

James E. Cofer

Keyword(s):

College Students ◽

First Generation ◽

Student Loans ◽

First Generation College Students ◽

Student Aid ◽

Grade Point ◽

First Generation College ◽

High Test Score ◽

Almost All ◽

The Impact

This study examined the impact of background, aspirations, achievement, college experiences, and price on the persistence of first-generation (F-gen) and continuing generation (C-gen) college students at 4-year institutions using the National Postsecondary Student Aid Study of 199596 (n = 24,262). We found differences between the two groups on the effect size for almost all of the significant variables. F-gen students were more sensitive to financial aid and averse to student loans than their peers. However, even variables such as high income, high test score, and high grade point average, which similar studies have found to be significant and positively associated with persistence, did not influence the persistence of F-gen students in this study.

Download Full-text

When Race and Class Collide: Classism and Social-Emotional Experiences of First-Generation College Students

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025121995483 ◽

2021 ◽

pp. 152102512199548

Author(s):

Patton O. Garriott ◽

Shao-Jung “Stella” Ko ◽

Sandra Bertram Grant ◽

Mackenzie Jessen ◽

Blake A. Allan

Keyword(s):

Higher Education ◽

College Students ◽

Social Status ◽

First Generation ◽

Subjective Social Status ◽

First Generation College Students ◽

First Generation Students ◽

Emotional Experiences ◽

Social Emotional ◽

First Generation College

Scholarship devoted to first-generation college students has increased rapidly over the past decade, with studies demonstrating first-generation students are systematically disadvantaged compared to their continuing-generation peers. Recently, scholars have critiqued the treatment of first-generation students as a monolith and encouraged complicating their experiences using intersectionality as an analytic tool. This study examined the association between institutional classism and students’ social-emotional experiences in higher education, and how these relations vary based on sociorace, first-generation college student status, and subjective social status. In a sample ( N = 742) of college students from two four-year public institutions, results showed that the strength of the association between institutional classism and social-emotional experiences varied at different intersections of first-generation status, sociorace, and subjective social status. These findings demonstrate the importance of contextualizing first-generation students’ experiences and have implications for efforts to retain first-generation students in higher education.

Download Full-text

Factors Influencing the Academic Achievement of First-Generation College Students

NASPA Journal ◽

10.2202/0027-6014.1724 ◽

2007 ◽

Vol 43 (4) ◽

Cited By ~ 3

Author(s):

Terrell L. Strayhorn

Keyword(s):

College Students ◽

Academic Achievement ◽

First Generation ◽

Significant Proportion ◽

First Generation College Students ◽

Future Research ◽

Grade Point ◽

Generation Status ◽

Cumulative Grade Point Average ◽

First Generation College

First-generation college students face a number of unique challenges in college. These obstacles may have a disparate effect on educational outcomes such as academic achievement. This study presents findings from an analysis of the Baccalaureate & Beyond Longitudinal Study using hierarchical multiple regression techniques to measure the influence of first-generation status on cumulative grade point average (GPA) in college, controlling for precollege and college variables. Findings suggest that firstgeneration status is a significant predictor of GPA controlling for an extensive array of background and intervening variables. Initially, background variables accounted for a small but significant proportion of college GPA variance. Final results suggest that first-generation status significantly explains differences in cumulative GPA, accounting for nearly 22% (p < .001) of GPA variance. Findings are congruent with college impact theory and support prior conclusions. Still, a number of important relationships and implications for future research are discussed.

Download Full-text

Similar Patterns, Different Implications: First-Generation and Continuing College Students’ Social Media Use and Its Association With College Social Adjustment

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025120902755 ◽

2020 ◽

pp. 152102512090275 ◽

Cited By ~ 2

Author(s):

Chia-chen Yang

Keyword(s):

College Students ◽

Social Adjustment ◽

Social Networking Sites ◽

College Adjustment ◽

First Generation ◽

First Generation College Students ◽

First Generation Students ◽

First Generation College ◽

Students First ◽

Continuing Students

Social adjustment to college can be challenging, and social networking sites (SNSs) may ease the process. SNSs as an adjustment tool may be particularly useful for those who have relatively limited social support in their proximal environments, such as first-generation college students. This study explored how first-generation and continuing students used Facebook and Instagram, and how their usage was related to college social adjustment. Survey data from 251 undergraduates ( Mage = 19.55; 33% first generation) showed that first-generation students engaged in less Facebook interaction with on-campus friends than continuing students. For both groups, SNS interaction with on-campus friends was related to better social adjustment. Continuing students’ Instagram interaction with family was also related to better adjustment. In contrast, first-generation students’ Instagram interaction with off-campus friends and Instagram broadcasting were both related to poor adjustment. In conclusion, the two groups used SNSs in similar manners, but the implications of SNS use for college adjustment varied by students’ first-generation status.

Download Full-text

First-Generation College Students’ Integration into Higher Education

World Journal of Social Science Research ◽

10.22158/wjssr.v8n3p11 ◽

2021 ◽

Vol 8 (3) ◽

pp. p11

Author(s):

Colleen Farrell-Felici ◽

Sunddip Panesar-Aguilar

Keyword(s):

Higher Education ◽

College Students ◽

First Generation ◽

First Generation College Students ◽

First Generation Students ◽

Instrumental Case Study ◽

First Generation College ◽

Program Policy ◽

Comprehensive Programs ◽

College Educators

First-generation college students face many challenges transitioning into school. This research included details relating to the difficulties facing the scholars and how college educators can address the needs. Understanding the concerns of first-generation college students is critical for the implementation of comprehensive programs to provide support for first-generation students. Appropriate support is not being put in place, and the problem is college educators do not understand first-generation college students’ burdens. An insufficient exploration of the issues surrounding institutional structures within the higher education community to support this population represents a gap in the literature. The purpose of this qualitative instrumental case study was to explore the perspectives of the first-generation students and university representatives regarding the necessary interventions designed for learning. Research questions helped to identify the viewpoints of the scholars and set the foundation for all-inclusive plans. 26 participants were interviewed, 15 of whom were included in four small focus groups and 17 of whom participated in in-depth interviews. Program policy documents were reviewed as well. The analysis involved coding the information for themes and interpretations, which findings suggest providing a more collaborative system with comprehensive support for first-generation college students. Best practices for transformational changes were linked to maintaining sustainable relationships and integrating cultural competence for the learners.

Download Full-text

First Generation College Students

Journal of College Orientation, Transition, and Retention ◽

10.24926/jcotr.v7i2.2508 ◽

2019 ◽

Vol 7 (2) ◽

Author(s):

Emily M. Lehning

Keyword(s):

College Students ◽

First Generation ◽

First Generation College Students ◽

Higher Learning ◽

First Generation Students ◽

Student Service ◽

Institutions Of Higher Learning ◽

First Generation College

First-generation college students have distinctive needs for support. Institutions of higher learning can provide the proper support for students through needed services and interventions. This article will review the unique demographics and needs of first-generation college students. A model for practice is described and recommendations will be offered to encourage the persistence of first-generation students and the role of student service functions toward meeting that goal.

Download Full-text