First-generation college students: Characteristics, experiences, and cognitive development

Terenzini, Patrick T.; Springer, Leonard; Yaeger, Patricia M.; Pascarella, Ernest T.; Nora, Amaury

doi:10.1007/bf01680039

Cited by 589 publications

(777 citation statements)

References 9 publications

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“…London, 1992;Filkins & Doyle, 2002;Inman & Mayes, 1999). However, the most common way first-generation students have been defined is students whose parents have had no college experience (McConnell, 2000;Ting, 2003;Saunders & Serna, 2004;Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996).…”

Section: Called the Family Education Model (Fem) This Model Bridges mentioning

confidence: 99%

“…Being from a low-income background is usually associated with first-generation status, however not all first-generation students are low-income. Several studies have reported significant differences in parental or family income of first-generation students compared to those of non-firstgeneration students in income between these groups (Lee et al, 2004;Lohfink & Paulsen, 2005;Pascarella et al, 2003;Terenzini et al, 1996). Other authors have reported low-income as yearly family incomes (for a family of four) of $20,000 to $25,000 and found that a high proportion of first-generation students fall into this category (Gladieux, 1996;Kazis, 2002;Phillippe & Valiga, 2000).…”

Section: Low-incomementioning

confidence: 99%

“…Terenzini et al (1996) found that when compared to college peers, first-generation students tend to come from lowincome families, be Hispanic, and have weaker reading, math, and critical thinking skills. They also have lower degree aspirations and less involvement with peers and teachers in high school.…”

Section: ) How Are First-generation College Students Different Frommentioning

confidence: 99%

“…In addition to lowincome and/or first-generation status, barriers for minorities can include language and different cultural values towards formal education. Researchers have found firstgeneration status is most highly associated with Hispanic ethnicity (Horn & Carroll, 1998;Saenz & Barrera, 2007;Terenzini et al, 1996).…”

Section: Lb) How Are First-generation Low-income Students Understoodmentioning

confidence: 99%

“…Ishitani and DesJardin's (2002) longitudinal investigation of dropouts using national data from the Beginning Postsecondary Data from 1989 to 1994 drew from Tinto's model to look at how specific factors impacted departure at different time periods in students' degree programs. Similarly, Terenzini et al (1996) used a modified version of Tinto's model.…”

Section: Interaction Theoriesmentioning

confidence: 99%

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Staying Within the Margins: The Educational Stories of First-Generation, Low-Income College Students

Cole¹

2000

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This research addressed educational persistence among first-generation, lowincome college students. The educational paths of 22 first-generation, low-income undergraduate students attending a large, urban university in the Northwest region of the United States were examined through a narrative framework. Half of the participants had persisted from year one to year two, and the other half left the university after their first year. Analytic procedures consisted of thematic qualitative coding, an analysis of student trajectories over educational histories, and the reconstruction of narrative stories. Data were used to examine: 1) How firstgeneration, low-income students understood and described their journey through their first year, 2) Reasons some students gave for leaving the university, 3) Meanings students gave to their experiences in college and how those meanings influenced future decisions, and 4) Differences between the stories of students who persisted versus those who left.The first-generation, low-income students who participated in this study were individually diverse and took various paths through college. After prolonged contact, evidence of interrupted enrollment and transfer among colleges was shown for approximately half of the participants. The descriptive codes most frequently discussed were financial issues, aspects of self, and family. Students described motivations for college in terms of themes related to family, gaining practical skills,

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Section: Called the Family Education Model (Fem) This Model Bridges mentioning

confidence: 99%

Section: Low-incomementioning

confidence: 99%

Section: ) How Are First-generation College Students Different Frommentioning

confidence: 99%

Section: Lb) How Are First-generation Low-income Students Understoodmentioning

confidence: 99%

Section: Interaction Theoriesmentioning

confidence: 99%

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Staying Within the Margins: The Educational Stories of First-Generation, Low-Income College Students

Cole¹

2000

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Health and academic success: A look at the challenges of first-generation community college students

2016

Journal of the American Association of Nurse Practitioners

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Background Community colleges in the United States serve more than six million students and are the gateway to postsecondary education for individuals from typically underserved populations such as low‐income, ethnic minorities, and first‐generation college students. First‐generation college students are defined as students whose adoptive or natural parents’ highest level of education was a high school diploma or less. Postsecondary education has the potential to reduce both health and socioeconomic disparities. First‐generation community college students face significant economic, social, and cultural barriers to academic success and are the most at risk for “dropping‐out.” Purpose The purpose of this brief report was to explore what is known about social, psychological, and physical factors that impede first‐generation community college students’ academic success. Conclusion Little is known about potential health and psychological barriers experienced by first‐generation community college students that impact academic achievement. Advanced practice nurses (APNs) on community college campuses are in the ideal position to identify and treat health issues, and conduct much‐needed research into these areas. College health centers are an important practice setting for APNs to provide direct care to students as well as influence college policies that improve student health, well‐being, and promote academic success.

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International First‐Generation Students

Siegel¹

2020

The Wiley Handbook of Gender Equity in Higher Education

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First-generation college students: Characteristics, experiences, and cognitive development

Cited by 589 publications

References 9 publications

Staying Within the Margins: The Educational Stories of First-Generation, Low-Income College Students

Staying Within the Margins: The Educational Stories of First-Generation, Low-Income College Students

Health and academic success: A look at the challenges of first-generation community college students

International First‐Generation Students

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