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This research examined the function of future self-continuity and its potential downstream consequences for academic performance through relations with other temporal psychological factors and self-control. We also addressed the influence of cultural factors by testing whether these relations differed by college generation status. Undergraduate students enrolled at a large public university participated in two studies (Study 1: N = 119, M = 20.55, 56.4% women; Study 2: N = 403, M = 19.83, 58.3% women) in which they completed measures of temporal psychological factors and psychological resources. In Study 2, we also obtained academic records to link responses to academic performance. Future self-continuity predicted subsequent academic performance and was related positively to future focus, negatively to present focus, and positively to self-control. Additionally, the relation between future focus and self-control was stronger for continuing-generation college students than first-generation college students. Future self-continuity plays a pivotal role in academic contexts. Findings suggest that it may have positive downstream consequences on academic achievement by directing attention away from the present and toward the future, which promotes self-control. Further, the strategy of focusing on the future may be effective in promoting self-control only for certain cultural groups.

Biculturalism has typically been used as a framework to understand the experiences of people who move to new societies or who have multiple ethnic identities; we argue that first-generation college (FGC) students can also be thought of as bicultural as a function of social class. FGC students undergo adjustment to the middle-class culture of universities and face challenges negotiating different cultural identities. The present research demonstrated that FGC students are more likely to identify as bicultural and experience dissonance between home and school (Study 1), that integrated social class identities are linked to positive outcomes for FGC students during (Study 2) and after college (Study 3), and that these effects are due in part to reduced acculturative stress (Study 4). These findings suggest that integrating different class identities may be key to the success of FGC students.

Although many theories have been proposed to explain the social class achievement gap between first-generation (FGC) and continuing-generation (CGC) college students, few have taken into account the idea that FGC students need to acculturate to the culture of college. Just as people who move to another country face challenges adjusting to a new cultural context, so may FGC students as they attempt to navigate the middle-class culture of the university. We propose that people can be bicultural as a function not only of different ethnic or national identities, but also because they may have multiple social class identities. The present article integrates research and theory regarding social class, biculturalism, and bicultural identity integration. We also highlight recent empirical findings from our research program on social class bicultural identity integration, demonstrating that integrated social class identities are linked with better health, well-being, performance, and persistence among FGC students. We conclude by discussing implications of this research for psychological and policy interventions that aim to improve FGC students' college transitions, performance, and persistence. What is the significance of this article for the general public?While first-generation college (FGC) students comprise a significant and increasing portion of undergraduates in the United States, the social class achievement gap persists. We propose that part of the challenge faced by FGC students is the transition to the new, middle-class culture of college, and that students with integrated identities-those who feel their cultural identities are harmonious and compatible-experience improved health, well-being, and performance. We examine the ways that students, their families, and universities can utilize the identity integration framework to improve experiences, performance, and persistence for FGC students.