Family relationships and college adjustment of first-generation college students

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.

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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.

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The First Ones: Three Studies on First-Generation College Students

NACADA Journal ◽

10.12930/nacada-13-028 ◽

2016 ◽

Vol 36 (2) ◽

pp. 34-46 ◽

Cited By ~ 4

Author(s):

Rob Longwell-Grice ◽

Nicole Zervas Adsitt ◽

Kathleen Mullins ◽

William Serrata

Keyword(s):

College Students ◽

Family Relationships ◽

First Generation ◽

First Generation College Students ◽

Student Identity ◽

Private Institutions ◽

Family Status ◽

Familial Support ◽

Final Study ◽

First Generation College

The findings from 3 qualitative research studies related to first-generation college students show themes of strains in family relationships and lack of practical familial support. One study reveals sources of resiliency and persistence of graduate students; another explores sense of belonging for undergraduates attending 3 types of private institutions; the final study features concerns of Latinos at a 2-year college. Together these studies show that creation of a student identity creates unique challenges for those transitioning into bicultural persons. Advisors who understand students coping with changing family status while attending college can proactively guide them toward the degrees they seek. Furthermore, administrators should provide programs and professional development that help advisors address the complex issues facing first-generation students.

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