Using Data Known at the Time of Admission to Predict First-Generation College Student Success

Abstract

The authors use data known at the time of initial enrollment to explore the first-year GPAs and second-year retention of first-generation (FGCS) and non-first-generation (non-FGCS) college students. The setting was a diverse, public, urban doctoral institution (approximately 50% FGCS and 30% minority). Multiple linear and logistic regressions run separately for FGCSs and non-FGCSs, included variables related to financial, academic, integration, and demographic factors. While FGCSs had lower retention and significantly lower GPAs than non-FGCSs, the pattern of predictive factors varied by group. Greater academic preparation was significant in all analyses. Minority students were more likely to persist than White students. Out-ofstate residency was a predictor of higher GPA, but also a predictor of FGCS attrition. The authors discuss the value of using data known upon admission and suggest future research to explore how institutional composition may influence FGCS success.Higher education has often been considered the gateway to a better life. According to the Bureau of Labor Statistics (2010), those with baccalaureate degrees earn 64% more than those with high school diplomas. Additionally, those with undergraduate degrees are less likely to be unemployed than those without 173 Ó 2013, Baywood Publishing Co., Inc.

Early experiences and integration in the persistence of first‐generation college students in STEM and non‐STEM majors

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Motivational decline and recovery in higher education STEM courses

“…Unlike gender or race/ethnicity, first-generation status is not typically identifiable by other people, so while it is not as subject to outside forces that could affect motivation, such as racism or sexism, first-generation students may be unfamiliar with the 'hidden curriculum' (Margolis, 2001) of higher education. Compared to their continuing-generation counterparts, first-generation students tend to underperform (Stephens, Fryberg, Markus, Johnson, & Covarrubias, 2012) and experience higher attrition than other students (D'Amico & Dika, 2013). Also, URM and first-generation status often overlap, so separation of factors is sometimes impossible (Dika & D'Amico, 2016).…”

Campus Adaptations among First Generation and Non FirstGeneration Students

“…The early experiences and integration in the persistence of first-generation college students in engineering and non engineering academic majors (Dika & D"Amico, 2016) needs an on look as the supposedly attrition factors could hard hit first generation more (Ishitani, 2003) resulting in lack of belongingness in lower academic achievement school dropouts, and less institutional involvement among first generation students (S. M. Williams & Ferrari, 2015). Hence retention of first generation students need to be focused with special attention (Watt, Dika, 2013). This can be tethered further by positive academic engagement among first generation students resulting in successful retention over the academic years (Soria & Stebleton, 2012) with concerns of retention of first generation minority students in post secondary institutions still brewing over the matter for long (Harrell & Forney, 2003).…”