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.

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.

Is It What You Know or Who You Know?: An Information Typology of How First-Generation College Students Access Campus Resources

2021 ◽  
pp. 152102512110681
Author(s):  
Jeffrey K. Grim ◽  
Emma Bausch ◽  
Adan Hussain ◽  
Steven Lonn
Keyword(s):  
College Students ◽  
Student Success ◽  
First Generation ◽  
First Generation College Students ◽  
Relationship Building ◽  
Future Research ◽  
Group Data ◽  
First Generation College ◽  
Focus Group Data ◽  
Information Finding

While there has been increased investigation of the enrollment patterns and access to college for first-generation college students (FGCS), less is understood about how FGCS learn and utilize vital information to persist with limited familial knowledge about college success. In this paper we utilize focus group data of 62 diverse FGCS to create a typology of how students utilize information to succeed in college. Using theory from sociology and information sciences we categorize the sources FGCS learn from and how information is utilized. Our findings indicate that FGCS develop complex ways of finding information even with minimal support and those information sources that are most helpful are often connected to pre-existing and informal relationships. We conclude by offering implications for future research on FGCS student success and opportunities for administrators to incorporate information-finding and relationship-building concepts into student success practice.

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.

scholarly journals Understanding College “Burnout” from a Social Perspective: Reigniting the Agency of Low-Income Racial Minority Strivers Towards Achievement

2019 ◽  
Author(s):  
Anindya Kundu
Keyword(s):  
College Students ◽  
Low Income ◽  
First Generation ◽  
Minority Student ◽  
Racial Minority ◽  
First Generation College Students ◽  
Barriers To Entry ◽  
Campus Environment ◽  
Academic Settings ◽  
First Generation College

Research indicates that health problems are becoming increasingly complex and prevalent among college students, while largely going without recognition or treatment. Low-income racial minority students may have additional personal and academic issues associated with demonstrating grit and overcoming barriers to entry (i.e. institutional racism) over the course of their lives. When the campus environment is not socially or culturally supportive of racial minority and first-generation college students, there is an added risk of mental health deterioration stemming from isolation for these students. The struggle to persist in college, and do so alone, can lead many to experience symptoms of impending “burnout,” or disengagement from academic settings. Drawing from a sample of interviews with low-income racial minority strivers—students who were once highly engaged—this paper offers insight into both causes and solutions for college burnout. Findings suggest that it is important to understand how experiences of isolation manifest to better support minority student populations and foster their academic reengagement to achieve at high levels. This paper outlines recommendations for improving the college experiences of racial minority and first-generation students, including examples of resources and recommendations to improve the higher education landscape towards more inclusivity and equity.

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.

Conclusion

Kids at Work ◽  
2019 ◽  
pp. 147-160
Author(s):  
Emir Estrada
Keyword(s):  
First Generation ◽  
First Generation College Students ◽  
Future Research ◽  
Family Work ◽  
Street Vending ◽  
Work Relations ◽  
The Social ◽  
The Family ◽  
First Generation College

The conclusion tackles an important and controversial question rooted in our normative and privileged notions of childhood life: Should children work to help support the family? In answering this question, the conclusion shows how the social construction of childhood defined as a period of freedom and play has been cemented in the minds of people for almost a century. Even the families interviewed for this book struggled to see their family work arrangement as “normal” and fully acceptable to others. This chapter returns to the initial queries about childhood, family work relations, intergenerational family dynamics, and ethnic entrepreneurship and asks more questions for future research, keeping as a core analysis the role of children as economic contributors in the family beyond the street vending occupation. Kids at Work, in a way, also tells the story of many more first-generation college students of diverse racial backgrounds who did not have “normal” childhoods because they too had to work to help the family.

Factors Influencing the Academic Achievement of First-Generation College Students

NASPA Journal ◽  
2007 ◽  
Vol 43 (4) ◽  
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.

Identity Work by First-Generation College Students to Counteract Class-Based Microaggressions

2017 ◽  
Vol 39 (9) ◽  
pp. 1227-1250 ◽  
Author(s):  
Barbara Gray ◽  
Tiffany Johnson ◽  
Jennifer Kish-Gephart ◽  
Jacqueline Tilton
Keyword(s):  
College Students ◽  
Social Class ◽  
First Generation ◽  
First Generation College Students ◽  
Identity Work ◽  
Future Research ◽  
Race And Class ◽  
Class Differences ◽  
First Generation College ◽  
Identity Threats

Using an interactional approach to studying organizations, we explore how social class differences alone and coupled with racial minority status generate identity threats for first-generation college students who are already underprivileged with respect to educational attainment. For these students the markers of social class are omnipresent and, like racial minorities, they experience microaggressions that require them to engage in identity work to counter these threats. We detail manifestations of social class differences on and off campus and identify the kinds of microaggressions these students encounter including those generated by the intersection of race and class that can destabilize students’ identities and lead to what we refer to as “identity collapse.” Our results also reveal four types of identity work including mining core identity strength, passing (via dodging and code switching), and developing peer support networks that allow some first-generation students to be resilient in responding to identity threats. We consider the implications of this class work for first-to-college students and offer suggestions for future research that expands our work to workplace organizations and inquires about the potential lasting effects of social class stigma.

scholarly journals Female first-generation college students: A review of challenges and successes

2021 ◽  
Vol 5 (2) ◽  
pp. 136-150
Author(s):  
Junghwan Kim ◽  
Sarah Miller ◽  
Jihee Hwang ◽  
Joann Olson
Keyword(s):  
College Students ◽  
First Generation ◽  
Degree Attainment ◽  
First Generation College Students ◽  
Role Expectations ◽  
Socioeconomic Background ◽  
Future Research ◽  
Contributing Factors ◽  
Higher Education System ◽  
First Generation College

With increasing college access rates of underrepresented populations in recent years, first-generation college students (FGCSs), those who are the first in their family to attend college, have caught the attention of researchers and policymakers in the U.S. higher education system. This study focused on female FGCSs to identify the various challenges that are unique to this population. Through a systematic literature review, 13 studies were analyzed related to female FGCSs. Three themes were found from the analysis: role expectations, support systems, and socioeconomic background. These explain the challenges and self-identified strategies that female FGCSs discussed as contributing factors to their persistence during their degree attainment. Findings and a discussion of the data are presented, along with practical implications to better support female FGCSs and areas for future research.

Perspectives From a First-Generation College Student: Reflections on the Value of Mentoring Relationships

2018 ◽  
Vol 19 (4) ◽  
pp. 492-494 ◽  
Author(s):  
Kristen E. Ortega
Keyword(s):  
College Students ◽  
College Student ◽  
Experiential Learning ◽  
First Generation ◽  
First Generation College Students ◽  
Mentoring Relationships ◽  
First Generation College Student ◽  
Public Health Professionals ◽  
First Generation College ◽  
Student Reflections

In this Career Development commentary, the author highlights the value of tailored mentoring and experiential learning from the perspective of a first-generation college student. University faculty and practitioners in diverse settings have the opportunity to mentor emerging public health professionals but may not have experience mentoring first-generation college students. We hope that this commentary encourages our readers to reflect on mentoring strategies, opportunities, and benefits for first-generation college students.

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