Heterogeneity in first-generation college students influencing academic success and adjustment to higher education

被引：16

作者：

Kim, Ae-Sook ^{[1
]}

Choi, Sheena ^{[2
]}

Park, Sinyoung ^{[3
]}

机构：

[1] Quinnipiac Univ, Sch Business, Dept Hlth Care Management & Org Leadership, 275 Mt Carmel Ave, Hamden, CT 06518 USA

[2] Purdue Univ Ft Wayne, Dept Management & Mkt, Richard T Doermer Sch Business, Ft Wayne, IN 46805 USA

[3] Univ North Florida, Brooks Coll Hlth, Dept Hlth Adm, Jacksonville, FL 32224 USA

来源：

SOCIAL SCIENCE JOURNAL | 2020年 / 57卷 / 03期

关键词：

First-generation college students; Older siblings; Academic success; Adjustment to college; Social capital; Cultural capital; SIBLING RELATIONSHIPS; SOCIAL SUPPORT; ATTAINMENT; PERCEPTIONS; PREDICTORS; TRANSITION; DIFFERENCE; UNIVERSITY; BREAK; LIFE;

D O I：

10.1016/j.soscij.2018.12.002

中图分类号：

C [社会科学总论];

学科分类号：

03 ; 0303 ;

摘要：

This study questions the notion that first-generation college students (FGCSs) are homogenous. We state that older siblings who have attended college contribute in a significant way to FGCSs' educational outcomes. To investigate the differences among FGCSs and compare them with continuing-generation college students (CGCSs), we collected undergraduate student survey data at a regional university in the Midwestern United States. The data were analyzed with a one-way analysis of variance (ANOVA) and logistic and multivariate regression using the Stata 14 statistical software package. The results showed that statistically, FGCSs who are the first in their families to attend college (F-FGCSs) had significantly fewer reasons for attending college; less parental, peer, and institutional support; and lower likelihood of academic success than CGCSs and FGCSs with older siblings who attended college (FGCSs-OS), while CGCSs and FGCSs-OS were similar. Therefore, higher education policies need to be tailored to meet the specific needs of each subgroup of FGCSs.

引用

页码：288 / 304

页数：17

共 63 条

[1]

[Anonymous], 2001, FINDINGS CONDITION E

[2]

[Anonymous], 2002, Qualitative Inquiry, DOI DOI 10.1177/107780040200800107

[3]

[Anonymous], 2015, PRACTICAL ASSESSMENT, DOI DOI 10.7275/HZ5X-TX03

[4]

[Anonymous], 2015, Stata Statistical Software: Release 14

[5]

[Anonymous], COLL NAV

[6] Beyond One-Size-Fits-All: Tailoring Diversity Approaches to the Representation of Social Groups [J].

Apfelbaum, Evan P. ;

Stephens, Nicole M. ;

Reagans, Ray E. .

JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY, 2016, 111 (04) :547-566

[7]

Baker R.W., 1989, STUDENT ADAPTATION C

[8]

Berger J., 2001, NASPA Journal, V40, P1

[9]

Bourdieu Pierre., 1996, Reproduction in education, society and culture, V2, DOI DOI 10.2307/1882010

[10]

Bui K. V. T., 2002, COLL STUDENT J, V36, P3, DOI DOI 10.1111/j.1365-2729.2010.00392.x

← 1 2 3 4 5 6 7 →