Factors Influencing the Academic Achievement of First-Generation College Students

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 first-generation 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.