First-Generation College Students’ Persistence Intentions in Engineering Majors

2016 ◽  
Vol 25 (1) ◽  
pp. 93-106 ◽  
Author(s):  
Patton O. Garriott ◽  
Rachel L. Navarro ◽  
Lisa Y. Flores
Keyword(s):  
Parental Support ◽  
Self Efficacy ◽  
First Generation ◽  
Outcome Expectations ◽  
Physiological Arousal ◽  
First Generation College Students ◽  
Engineering Majors ◽  
First Generation College Student ◽  
Mediation Analyses ◽  
First Generation College

This study examined the relationship between parental support, engineering-related (realistic/investigative themed) learning experiences, self-efficacy, outcome expectations, and persistence intentions in a sample of first-generation college student (FGCS) engineering majors ( N = 130). Parental support was assessed at the conclusion of an academic year and modeled as a predictor of other engineering-related variables assessed a year later using the social cognitive career theory framework. Results showed that parental support predicted realistic/investigative-themed verbal persuasion and vicarious learning, while realistic/investigative-themed performance accomplishments and physiological arousal predicted engineering self-efficacy. Realistic/investigative performance accomplishments also predicted outcome expectations. Self-efficacy and outcome expectations were predictors of engineering persistence intentions. Contrary to expectations, self-efficacy did not significantly predict outcome expectations. Mediation analyses revealed that the relationships of realistic/investigative-themed performance accomplishments and physiological arousal to persistence intentions were explained by self-efficacy. Results are discussed in terms of increasing retention of FGCS in engineering.

A Longitudinal Investigation of First-Generation College Students’ Mentoring Relationships During Their Transition to Higher Education

2021 ◽  
pp. 152102512110227
Author(s):  
Matthew A. Hagler ◽  
Kirsten M. Christensen ◽  
Jean E. Rhodes
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Help Seeking ◽  
First Generation ◽  
First Generation College Students ◽  
Mentoring Relationships ◽  
First Year ◽  
School Membership ◽  
Longitudinal Investigation ◽  
First Generation College

Non-parent mentoring relationships are important protective factors for first-generation college students. Previous research has focused on singular mentoring relationships measured at one time point, failing to capture the breadth and dynamic nature of social networks. The current study is a longitudinal investigation of first-generation students’ mentoring networks during their transition to college at a four-year, predominantly minority-serving commuter university. At the beginning and end of their first year, students (N = 176) responded to online surveys on their mentoring relationship(s), attitudes toward help-seeking, and college experiences. Cumulative support from pre-college mentoring relationships retained across the first year was positively associated with self-efficacy. Support from newly acquired mentoring relationships was positively associated with psychological sense of school membership. Network orientation was positively associated with self-efficacy and sense of school membership. These findings highlight the importance of diverse mentoring networks and demonstrate the utility of collecting longitudinal data on multiple mentoring relationships.

Developing a Family Achievement Guilt Scale Grounded in First-Generation College Student Voices

2020 ◽  
Vol 46 (11) ◽  
pp. 1553-1566
Author(s):  
Rebecca Covarrubias ◽  
Isidro Landa ◽  
Ronald Gallimore
Keyword(s):  
Factor Analysis ◽  
Student Outcomes ◽  
First Generation ◽  
First Generation College Students ◽  
Family Roles ◽  
Student Voices ◽  
First Generation College Student ◽  
The Family ◽  
First Generation College ◽  
Test Retest Reliability

As the first in their families to attend college, first-generation students plausibly experience family achievement guilt—socioemotional distress related to “leaving family members” to attend college. Family achievement guilt is little studied but a promising indicator of student outcomes. The present work used psychometric methods to develop the family achievement guilt scale. First-generation (46.6%) and continuing-generation (i.e., at least one parent has a 4-year degree, 53.4%) students completed a 41-item guilt measure online. Exploratory factor analysis revealed four factors, including guilt related to Leaving Family Behind, Having More Privileges, Becoming Different, and Experiencing Pressures about not being successful. The scale yielded good internal and test–retest reliability. Moreover, guilt predicted greater engagement in family roles and interdependent motives for college, even after controlling for general negative affect. In measuring guilt in psychometrically sound ways, we validate the voices of first-generation college students and alert institutions to adjust how they serve students.

A Psychosociocultural View of Hispanic First-Generation College Students’ Graduation Rates

2021 ◽  
pp. 152102512110562
Author(s):  
Christian A. Latino ◽  
Justine Radunzel ◽  
Jason D. Way ◽  
Edgar Sanchez ◽  
Alex Casillas ◽  
...  
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
First Generation ◽  
Hispanic Students ◽  
Degree Attainment ◽  
First Generation College Students ◽  
Bachelor's Degree ◽  
First Generation College ◽  
Bachelor's Degree Attainment ◽  
Academic Self Efficacy

First-generation college students (FGCS), nearly 50% of which identify as Hispanic, are an underserved population. The psychosociocultural theoretical framework posits that individual, environmental, and cultural factors contribute to the academic success of Hispanic students. This study examined the relationship between these factors (i.e., demographics, academic self-efficacy, meeting with professors, and attending cultural programming) to 6-year bachelor’s degree attainment and time to bachelor’s degree attainment among Hispanic students at a Hispanic Serving Institution ( n  =  358). Being better prepared academically, being female, and having greater academic self-efficacy were positively related to bachelor’s degree attainment; FGCS status was negatively related. Among students who graduated ( n  =  208), entering college being better prepared academically, and having greater academic self-efficacy were related to quicker bachelor’s degree attainment; FGCS status was not significantly related. Practitioners may pay more attention to Hispanic students’ academic self-efficacy and the success of Hispanic male students.

Talking ‘Bout My Generation: Defining “First-Generation College Students” in Higher Education Research

2018 ◽  
Vol 120 (4) ◽  
pp. 1-38
Author(s):  
Robert K. Toutkoushian ◽  
Robert A. Stollberg ◽  
Kelly A. Slaton
Keyword(s):  
Higher Education ◽  
College Students ◽  
First Generation ◽  
First Generation College Students ◽  
College Entrance ◽  
College Entrance Exam ◽  
Entrance Exam ◽  
First Generation College Student ◽  
First Generation College ◽  
College Educated

Background/Context There have been numerous studies conducted in the higher education literature to determine whether parental education is related to the academic plans and success of their children. Within this literature, particular emphasis is often given to children who are “first-generation college students.” However, researchers and policy makers have not reached agreement on what constitutes a first-generation college student and whether the definition affects the findings from their studies. Purpose/Objective/Research Question/Focus of Study In this study, we examined whether the way in which first-generation college status was defined affected its association with the likelihood of a student going to college. We used data from the Educational Longitudinal Study of 2002 (ELS:02), which is a nationally representative longitudinal sample of 10th-grade students in 2002 who were followed up in 2004, 2006, and 2012. Research Design We used binary and multinomial logistic regression analysis to examine how first-generation college status, as well as other personal, family, and school characteristics, were associated with whether a student took a college entrance exam, applied to college, and enrolled in college. For this study, we constructed eight different definitions of a first-generation college student. The definitions varied with regard to the level of education needed for a parent to be considered “college educated” and the number of parents meeting the education criteria. Conclusions/Recommendations Our results showed that the connection between first-generation college status and these three outcomes varied depending on how first-generation college status was defined. In general, we found larger deficits for first-generation college students when neither parent was college educated and when college educated was defined as earning a bachelor's degree or higher. First-generation college students faced the largest deficits for enrolling in college, and smaller (but often significant) deficits for taking a college entrance exam and applying to college. The results imply that researchers should be very specific about how they are defining first-generation college status and should determine whether their findings are sensitive to how the variable was defined.

An Exploration of Parental Support in the Retention of Rural First-Generation College Students

2020 ◽  
pp. 152102512090788 ◽  
Author(s):  
Edna McCulloh
Keyword(s):  
College Students ◽  
Parental Support ◽  
First Generation ◽  
Extended Family ◽  
Community Support ◽  
Private University ◽  
First Generation College Students ◽  
Support Network ◽  
Individual Interviews ◽  
First Generation College

Rural first-generation college students (FGCSs) encounter complications in college that are often the result of a lack of college readiness, difficulty adjusting to new communities, and the absence of a support network. This study explored the parental support that promoted retention of rural FGCSs attending a small, private university, where withdrawal rates of this population are higher than that of continuing-generation students. A case study design facilitated the exploration of 12 rural FGCSs’ perceptions of their parental support. Data collection consisted of semistructured individual interviews. The emergent themes included in this article are (a) parental support, (b) extended family support, and (c) community support. The results revealed that parental support reflected a spectrum of types, and the social capital provided by parents, family, and community support systems made possible rural FGCS retention.

University Makerspaces: More Than Just Toys

2018 ◽  
Author(s):  
Ethan C. Hilton ◽  
Shaunna F. Smith ◽  
Robert L. Nagel ◽  
Julie S. Linsey ◽  
Kimberly G. Talley
Keyword(s):  
Engineering Design ◽  
Self Efficacy ◽  
Engineering Students ◽  
First Generation ◽  
First Generation College Students ◽  
Frequent User ◽  
First Generation College ◽  
Race Ethnicity ◽  
Design Skills ◽  
Hispanic Serving

University makerspaces are growing increasingly in vogue, especially in Colleges of Engineering, but there is little empirical evidence in the literature that these spaces impact the students. Speculations have been made about these spaces creating a community of practice, improving retention, improving design skills and self-efficacy, teaching manufacturing skills, improving creativity, and providing many other benefits, but this has not been empirically documented. This paper compares student engineering design self-efficacy (i.e., confidence, motivation, expectation of success, and anxiety toward conducting engineering design) to reported usage rates from a makerspace at a large Hispanic-serving university in the Southwestern United States. Not all users of these spaces were engineering students, and as such, responses were examined through the context of student major as well as differences in gender, race/ethnicity, or first-generation college student status. Design self-efficacy is critical because when individuals have high self-efficacy for particular skills they tend to seek more opportunities to apply those skills, and show more perseverance in the face of set-backs. Thus, self-efficacy is often a good predictor of achievement. The results from one year of data at the Hispanic-serving university indicate that female and first-generation college students have significantly lower engineering design self-efficacy scores. The data also shows that being a user of the makerspace correlates to a higher confidence, motivation, and expectation of success toward engineering design. Initial data from two additional schools are also consistent with these same results. These results indicate that, for all students, regardless of race/ethnicity and/or first generation status, being a frequent user of a university-serving makerspace likely positively impacts confidence, motivation, and expectation of success toward engineering design.

Should I Stay or Should I Go? Retention in First-Generation College Students

2017 ◽  
Vol 21 (1) ◽  
pp. 105-118 ◽  
Author(s):  
Ian S. Pratt ◽  
Hunter B. Harwood ◽  
Jenel T. Cavazos ◽  
Christopher P. Ditzfeld
Keyword(s):  
First Generation ◽  
Strong Predictor ◽  
First Generation College Students ◽  
Future Research ◽  
Student Survey ◽  
First Generation College Student ◽  
Campus Environment ◽  
Cultural Fit ◽  
Future Research Agenda ◽  
First Generation College

The current project uses our university’s new student survey to compare previously reported trends in first-generation college student (FGCS) retention with those found on our campus and discusses potential directions for future research and intervention programs. Consistent with previous research, our data showed that financial concerns were a particularly strong predictor of freshman-to-sophomore retention. FGCS reported that they were significantly more concerned about money and expected to maintain employment throughout their college career at higher rates. This emphasis on work reduces the amount of time FGCS engage in college-related activities and hinders their feeling of connection with their peers. For example, our FGCS expected to encounter more difficulty performing well academically, fitting into the campus environment, and making new friends than non-FGCS students. Our future research agenda extends these findings to other aspects of campus life, examining issues such as cultural fit, family ties, and university inclusiveness.

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