First- Versus Continuing-Generation Adult Students On College Perceptions: Are Differences Actually Because of Demographic Variance?

Abstract

The profile of students is changing, with an increase in first-generation and adult students. The purpose of this study was to examine differences in college perceptions between first-generation and continuing-generation adult undergraduates while controlling for demographic variables. The study and hypotheses are grounded in the Model of College Outcomes for Adult Students. It was hypothesized that first-generation students would report higher importance and lower satisfaction scores on the following variables: instructional effectiveness, academic advising, registration effectiveness, campus climate, safety and security, academic services, admissions and financial aid effectiveness, and service excellence. The results revealed that sex (more females) accounted for variance between first-and continuing-generation students on importance. There were no differences regarding satisfaction. With a higher number of female adult and first-generation students, higher education should better examine how to meet these students' needs. Recommendations for future research and practical implications are provided.The profile of students in higher education is changing with an increase in nontraditional students. Nontraditional refers to students who do not fit the typical profile of the 18-to 22-year-old full-time undergraduate. Some of the current and future trends include more females, part-time students, students attending 2-year institutions, first-generation students, working adults, and students with one or

The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals

“…The following scales were identified. Giancola et al (2008) used the 'Noel-Levitz Adult Student Priorities Survey' which consists of a scale with 50 items, divided into eight subscales on 'academic advising', 'academic services', 'admissions and financial aid effectiveness', 'campus climate', 'instructor effectiveness', 'registration effectiveness', 'safety and security' and 'service excellence' in order to study the differences between priorities of adult versus first generation students.…”

Disaggregating assessment to close the loop and improve student learning

“…Examples of such research include Kinzie et al (2008), Owens and Lynch (2012), Pike et al (2011), Richardson (2012) and Wimshurst and Allard (2008). Other student characteristics used for disaggregation of student learning and behaviours include gender (Pike et al 2011;Tison, Bateman, and Culver 2011;Wimshurst and Allard 2008), age (Lerer and Talley 2010;Wimshurst and Allard 2008), disability (Wimshurst and Allard 2008), first-generation or continuing-generation (Giancola, Munz, and Trares 2008;Pike et al 2011), whether the students are international or American (Zhao, Kuh, and Carini 2005) and whether or not students speak English at home (Wimshurst and Allard 2008).…”

“…However, the college experience is not uniform across student populations, including the extent to which students participate in behaviours designed to maximise their learning (Giancola, Munz, and Trares 2008;Kuh 2008;Pike 2010;Wyatt 2011). Data thus need to be collected and analysed which 'can be used to examine differences in performance among significant subgroups of students, such as minority group, first-generation, and non-traditional-age students' (New Leadership Alliance for Student Learning and Accountability 2012, 7).…”

Rolpersepsies van dosente van eerstejaars in die natuurwetenskappe: ’n Fokus op geslagsverskille

“…Studentetoelatings het van 495 356 tot 937 455 gestyg, wat 'n groeikoers van 89% tussen 1994 en 2012 verteenwoordig (Republic of South Africa 2012:37). 'n Groter getal sogenaamde nietradisionele studente (Giancola, Munz & Trares 2008) met kenmerkend gebrekkige vorige onderwyservaring, onbevredigende skoolprestasie, 'n Scan this QR code with your smart phone or mobile device to read online. gebrek aan kommunikasievaardighede (veral in Engels) en eerstegenerasie-status, het toelating tot hoër onderwys verkry (Cavote & Kopera-Frye 2007;Olive & Russ 2010).…”