First Generation and Continuing-Generation College Students: A Comparison of High School and Postsecondary Experiences
01 Sep 2017-
TL;DR: For example, the authors found that higher levels of educational attainment are associated with outcomes such as full-time employment and higher pay for young adults, and that college attainment is unequally distributed among students.
Abstract: Statistics in Brief publications present descriptive data in tabular formats to provide useful information to a broad audience, including members of the general public. They address topical issues and questions. They do not investigate more complex hypotheses, account for inter-relationships among variables, or support causal inferences. We encourage readers who are interested in more complex questions and indepth analysis to explore other NCES resources, including publications, online data tools, and publicand restricted-use datasets. See nces.ed.gov and references noted in the body of this document for more information. This publication was prepared for NCES under Contract No. ED-IES-12-D-0002 with American Institutes for Research. Mention of trade names, commercial products, or organizations does not imply endorsement by the U.S. Government. Higher levels of educational attainment are associated with outcomes such as full-time employment and higher pay for young adults. In 2013, for example, Kena et al. (2015) found that among young adults between the ages of 25 and 34 who had a full-time job, those with a bachelor’s degree earned more, on average, than those with a high school diploma ($48,500 vs. $30,000). However, college attainment is unequally distributed among students. Lauff and Ingels (2013) found that among 2002 high school sophomores, 46 percent of students who had a parent with a bachelor’s degree and 59 percent who had a parent with a master’s degree or higher had obtained a bachelor’s degree or higher by 2012, compared to 17 percent of students who had parents with no postsecondary education experience (or “first-generation” college students).
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30 Oct 2019
TL;DR: The Science of Effective Mentorship in STEMM as discussed by the authors explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEM, and institutional cultures that support mentorship.
Abstract: Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.
147 citations
Cites background from "First Generation and Continuing-Gen..."
...Additionally, FG college students tend to come from the lowest income quintiles (77 percent, of which 27 percent come from a household income of $20,000 and under and 50 percent come from a household income of $50,000 and under) and are more likely to be Black (11 percent) or Hispanic (27 percent) than CG peers (Redford and Hoyer, 2017)....
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...10 They are less likely to have taken a college preparation curriculum, and only 20 percent of FG college students obtained a 4-year degree 10 years after their sophomore year of high school compared with 42 percent of CG students (Redford and Hoyer, 2017)....
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01 Jan 2017
TL;DR: The authors studied how first-generation students use federal loans to finance their education and found that a growing number and proportion of students rely on student loans to assist with the costs of postsecondary education.
Abstract: A growing number and proportion of students rely on student loans to assist with the costs of postsecondary education. Yet little is known about how first-generation students use federal loans to f...
32 citations
TL;DR: A critical analysis of the library and information science literature on first-generation students from the last 40 years suggests possible avenues of future research, such as using a "funds of knowledge" approach to build on the learning and skills that students bring from their families and communities.
Abstract: abstract:This review offers a critical analysis of the library and information science (LIS) literature on first-generation students (FGS) from the last 40 years. This literature demonstrates an interest in understanding the needs of FGS to serve them better, but it is often grounded in a deficit model of education that focuses on what first-generation students lack instead of what they have. This review identifies four predominant themes in the literature: FGS as outsiders, as a problem, as reluctant library users, and as capable students. Then it suggests possible avenues of future research, such as using a "funds of knowledge" approach to build on the learning and skills that students bring from their families and communities.
30 citations
TL;DR: In this paper, a qualitative case study describes some of the issues faced by incoming first-generation college students at a private, 4-year institution in the northwest, using constructs drawn from social co...
Abstract: This qualitative case study describes some of the issues faced by incoming first-generation college students at a private, 4-year institution in the northwest. Using constructs drawn from social co...
27 citations
Cites background from "First Generation and Continuing-Gen..."
...…skills (Banks-Santilli, 2014; Gibbons, Rhinehart, & Hardin, 2016; Hamilton, 2016; Ingels et al., 2014; Irlbeck, Adams, Akers, Burris, & Jones, 2014; Lawless, 2009; Nichols & Islas, 2016; Pascarella, Pierson, & Wolniak, 2004; Perna, 2015; Redford & Hoyer, 2017; Wilbur & Roscigno, 2016)....
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...Yet, while more students are starting college degree programs, attrition rates remain high, especially for first-generation college students (Cataldi, Bennett, & Chen, 2018; Ingels et al., 2014; Lauff & Ingels, 2015; Pratt, Harwood, Cavazos, & Ditzfeld, 2017; Redford & Hoyer, 2017; Seidman, 2012)....
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References
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TL;DR: In this article, the authors investigated attrition and degree completion behavior of first-generation college students and found that first generation students were at the highest risk of departure during the second year, followed by the first year.
Abstract: This study investigated attrition and degree completion behavior of first-generation college students. Based on the findings, first-generation students were at the highest risk of departure during the second year, followed by the first year. These students were also 51% less likely to graduate within 4 years than students with college-educated parents were.
799 citations
"First Generation and Continuing-Gen..." refers methods in this paper
...3 Consistent with prior research, in this brief, first-generation college students are defined as students whose parents both have had no postsecondary education experience and have a high school education or a lower level of educational attainment (Ishitani 2006; Chen 2005)....
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01 Jul 2005
TL;DR: The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations as mentioned in this paper.
Abstract: The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments to: Recent research has generated a large body of knowledge about students who are the first members of their families to attend college (referred to as " first-generation students " in this report). 1 The results show that such students are at a distinct disadvantage in gaining access to postsecondary education. Even those who overcome the barriers and do enroll have difficulty remaining enrolled and attaining a What has not been well studied, however, are the coursetaking experiences of first-generation students after entering college. What do first-generation students study in college? How well do they do in their coursework? Is their coursework different from that of their peers whose parents went to college? This report explores these questions by using data from the Postsecondary Education Transcript Study (PETS) of the National Education Longitudinal Study of 1988 (NELS:88) to examine the majors and coursetaking patterns of first-generation students and to compare their postsecondary experiences and outcomes with those of students whose parents went to college. 2 This analysis focuses on a subset of the NELS 1992 12th-graders who had 1 See, for example, Choy (2001). 2 Two comparison groups were included in this report: those who had at least one parent with some college education, but neither parent attained a bachelor's degree; and those who had at least one parent who earned a bachelor's or advanced degree. The latter group was also frequently referred to as " students whose parents were college graduates " in this report. enrolled …
585 citations
TL;DR: This article examined and compared the determinants of first-to-second-year persistence for 1,167 first-generation and 3,017 continuing-generation students at four-year institutions, using data from the Beginning Postsecondary Students Longitudinal Survey.
Abstract: In this study we examined and compared the determinants of first-to-second-year persistence for 1,167 first-generation and 3,017 continuing-generation students at four-year institutions, using data from the Beginning Postsecondary Students Longitudinal Survey (Wine, et al., 2002). Because first-generation students are overrepresented in the most disadvantaged racial, income, and gender groups, we used a critical theorist perspective to frame the research problem, guide inquiry, and interpret results.
482 citations
"First Generation and Continuing-Gen..." refers background in this paper
...First-generation college students were found to be less likely than their continuing-generation peers to persist through the first couple of years of college (Lohfink and Paulsen 2005)....
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Journal Article•
447 citations
"First Generation and Continuing-Gen..." refers background in this paper
...In 2013, for example, Kena et al. (2015) found that among young adults between the ages of 25 and 34 who had a full-time job, those with a bachelor’s degree earned more, on average, than those with a high school diploma ($48,500 vs. $30,000)....
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01 May 2001
427 citations
"First Generation and Continuing-Gen..." refers background in this paper
...For instance, Warburton, Bugarin, and Nuñez (2001) found that lower percentages of first-generation college students took college entrance examinations, compared to their peers whose parents had postsecondary experience....
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