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

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.

“Listen to the Feedback of Students”: First-Generation College Students Voice Inequalities in Schooling Brought on by the COVID-19 Pandemic

Journal of College Student Retention Research Theory & Practice ◽

10.1177/15210251211066302 ◽

2021 ◽

pp. 152102512110663

Author(s):

Cassandra R. Davis ◽

Harriet Hartman ◽

Milanika Turner ◽

Terri Norton ◽

Julie Sexton ◽

...

Keyword(s):

College Students ◽

First Generation ◽

Social Cognitive ◽

Family Responsibilities ◽

Students First ◽

Return To College ◽

The University ◽

The Impact

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.

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

Sociological Perspectives ◽

10.1177/0731121417711413 ◽

2017 ◽

Vol 61 (1) ◽

pp. 164-185 ◽

Cited By ~ 3

Author(s):

Alma Nidia Garza ◽

Andrew S. Fullerton

Keyword(s):

College Students ◽

Educational Attainment ◽

First Generation ◽

Strong Support ◽

Research Attention ◽

Grade Point ◽

Bachelor's Degrees

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.

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 ◽

Generational Status ◽

Parental Experience ◽

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.

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 ◽

Work And Family ◽

Family Responsibilities ◽

Academic Degree ◽

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.

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 ◽

Control Group ◽

Grade Point ◽

Content Type ◽

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.

How First-Generation College Students Adjust to College

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025116682035 ◽

2016 ◽

Vol 20 (4) ◽

pp. 488-510 ◽

Cited By ~ 6

Author(s):

Melinda M. Gibbons ◽

Alessandra Rhinehart ◽

Erin Hardin

Keyword(s):

College Students ◽

School Counselors ◽

College Adjustment ◽

Social Cognitive Career Theory ◽

First Generation ◽

Social Cognitive ◽

Perceived Barriers ◽

Social Cognitive Career

This study explored the perceived barriers and supports related to college adjustment for first-generation college students at a large public university in the southeastern United States. Using social cognitive career theory as a framework, 15 college students participated in focus groups to discuss their adjustment to college and what they believed would have helped them better prepare for college. A qualitative analysis of themes resulted in identification of various barriers and supports, provided a multifaceted understanding of college adjustment, and highlighted the importance of preparing for college. Implications for career and school counselors are provided.

A meta-synthesis of academic and social characteristic studies

Journal for Multicultural Education ◽

10.1108/jme-01-2016-0018 ◽

2016 ◽

Vol 10 (2) ◽

pp. 107-123 ◽

Cited By ~ 6

Author(s):

Terence Hicks ◽

J. Luke Wood

Keyword(s):

College Students ◽

Social Adjustment ◽

First Generation ◽

Empirical Work ◽

Social Characteristics ◽

Stem Fields ◽

Social Characteristic ◽

Content Type ◽

Purpose Given that a relatively large percentage of college students entering historically black colleges and universities (HBCUs) are first-generation students and considering the low completion rate among this group in the science, technology, engineering and mathematics (STEM) discipline, the purpose of this preliminary meta-synthesis study is intended to facilitate a greater understanding of the academic and social adjustment among college students, particularly first-generation college students enrolled in STEM disciplines at HBCUs. Therefore, this meta-synthesis will shed light and offer important recommendations for university administrators and faculty members in supporting the academic and social adjustment of these students in STEM fields at HBCUs. Design/methodology/approach This review of literature was conducted using a meta-synthesis approach (also referred to as integrative review). A meta-synthesis is based on a process by which findings across multiple studies are organized and presented (Turner, Gonzalez and Wood, 2008; Wood, 2010). This approach is used to provide insight to academicians and practitioners alike on the status of research on a given phenomenon (Bland, Meurer and Maldonado, 1995; Patterson, Thorne, Canam and Jillings, 2001; Wood, 2010). We engaged in a cyclical process of collecting, annotating, and synthesizing research over a 45-year time-frame (1970 to 2015). This produced over 50 cited resources with more than 100 scholars including peer-reviewed articles, reports, books, book chapters, and conference papers. Findings Factors present in the literature that affected students enrolled in a STEM program at a HBCU are grouped into three contexts: (a) first-generation academic and social characteristics, (b) first-generation college dropout and transition, and (c) first-generation STEM retention. Tables 2 to 4 provide these contexts by author and year of publication. Within these general groupings, four interrelated themes emerged from the literature: (a) prior academic performance and STEM discipline, (b) college adjustment and STEM discipline, (c) social integration and STEM discipline, and (d) academic integration and STEM discipline. Originality/value This information may help professors and university professionals in the STEM fields to be more aware of the challenges faced by incoming college students. More empirical work is needed in this area in a way that is useful for understanding and enhancing professors’ and university professionals’ knowledge. To this end, research that carefully describes what HBCU professors and university professionals know or their ideas about teaching college students, especially first-generation students enrolled in the STEM discipline, is needed.

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 ◽

Emotional Experiences ◽

Social Emotional ◽

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.

Family relationships and college adjustment of first-generation college students

10.31274/rtd-180813-11370 ◽

2005 ◽

Author(s):

Deborah Ann Baker DeWall

Keyword(s):

College Students ◽

Family Relationships ◽

College Adjustment ◽

First Generation ◽

Financial Anxiety Among College Students: The Role of Generational Status

Journal of Financial Counseling and Planning ◽

10.1891/jfcp-17-00033 ◽

2020 ◽

Vol 31 (2) ◽

pp. 284-295

Author(s):

Derek Potter ◽

David Jayne ◽

Sonya Britt

Keyword(s):

College Students ◽

Social Adjustment ◽

First Generation ◽

Ordinary Least Squares ◽

Generational Status ◽

Roy Adaptation Model ◽

Health Issues ◽

Financial Anxiety

Both financial anxiety and first-generation student status have been linked to negative academic outcomes, mental health issues, and poor social adjustment among college students; however, each factor has been studied in isolation. This article examines the predictors of financial anxiety, including generational status, using the Roy Adaptation Model and ordinary least squares (OLS) regression analysis on data from a large, Midwestern public university. First-generation student status was positively associated with financial anxiety in multivariate modeling. Proxies for students' self-concepts, including financial comparisons to peers and perceived mastery, had the largest contribution to the model. Financial counseling programs geared toward first-generation college students may impact their self-concepts and reduce financial anxiety.