First-Generation College Students as Biculturals: Integrated Social Class Identities Are Linked to Academic Success and Well-Being

• In Event: 52.032 - The Social Class Achievement Gap: Interventions to Promote Performance for First-Generation College Students

Abstract

Objective
We will discuss psychological factors that contribute to academic performance and well-being for first-generation college (FGC) students from a cultural psychology and biculturalism research approach. We examine the relationship between social class bicultural identity integration, academic performance, and well-being. Additionally, we explore the mediational role of acculturative stress of these effects. Finally, we will discuss theoretical and policy implications.

Theoretical Perspective
While one out of every six students at four-year colleges is a FGC student, they receive poorer grades, enroll in fewer classes, report more difficulty adjusting, and are less likely to graduate than continuing-generation college (CGC) students (Bowen, Kurzweil & Tobin, 2009; Engle & Tinto, 2008; Housel & Harvey, 2009; Pascarella et al., 2004; Phinney & Haas, 2009; Saenz et al., 2007). Beyond the disadvantages posed by limited resources and preparation, FGC students must also acculturate to the college environment, which is characterized by traditionally independent, middle class norms (Fryberg & Markus, 2007; Stephens et al., 2012a; 2012b). Thus, viewing one’s cultural identities as compatible should improve the acculturation process for FGC students, resulting in better academic and emotional outcomes.

Previous research on biculturalism has focused primarily on ethnic identity, and has demonstrated that individuals high in bicultural identity integration (BII), or who perceive their different cultural identities as compatible, have better academic outcomes, fewer adjustment problems, lower levels of depression, and higher levels of life satisfaction than those who do not (low BII; Benet-Martinez et al., 2002; Benet-Martinez & Haritatos, 2005; Chen et al., 2008; Haritatos & Benet-Martinez, 2002; Huynh et al., 2011; Phinney & Devitch-Navarro, 1997). We propose that social class bicultural identities would be linked to the same outcomes for FGC students in the predominantly independent cultural context of college.

Methods and Results
We conducted three studies with a version of the BII scale adapted to socioeconomic status (α = .731; Huynh et al., 2009). Testing with a sample of 478 FGC students in an introductory psychology class, we found that social class BII (SES-BII) was significantly correlated with GPA, even after controlling for high school GPA. Our second study (N=253) demonstrated that SES-BII was positively correlated with life satisfaction and overall mental health and negatively correlated with perceived stress, depression, and acculturative stress. Our third study (N=238) demonstrated that the effects of SES-BII on well-being (e.g., mental health, depression, general stress, and life satisfaction) were significantly mediated by acculturative stress, such that increased BII reduced acculturative stress, increasing overall well-being.

Significance
This research has both theoretical and policy implications; it advances theory regarding the psychological factors that promote or hinder FGC students’ success in college by identifying BII as a factor that can affect performance. This work also integrates the cultural psychological approach to social class with perspectives from research on biculturalism, extending the concept of biculturalism and revealing the nuanced cultural experiences of FGC students. Importantly, this provides a theoretical basis for future interventions and policies aimed at reducing gaps in academic performance and retention between first- and continuing-generation college students.

Authors

• Sarah Herrmann, Arizona State University - Tempe

• Michael Varnum, Arizona State University - Phoenix