Impact of First-Generation Status on College Students' Academic Engagement, Co-Curricular Activity, and Belonging

• In Event: Moscone Center North Roundtable Session 8
  In Roundtable Session: First-Generation Students Navigating College: Challenges and Opportunities for Success

Abstract

First-generation college students whose parents have not completed a four-year degree face a number of educational disadvantages. This study uses large-scale survey data to examine the impact of first-generation status in three areas—academic engagement, high-impact practices and co-curricular activity, and overall sense of belonging—while controlling for students’ race. We find that first-generation students are generally more academically engaged than their peers, but involved in fewer high-impact practices and co-curricular activities, and experience a lower sense of overall satisfaction and belonging. First-generation students’ engagement and involvement is lower for activities requiring “optional” time outside of class. A number of these differences are most pronounced for students who are underrepresented minorities. These findings can inform stakeholders creating institutional practices.

Authors

• Amy Woodbridge, University of California - Los Angeles

• Aye Mon Htut-Rosales, Harvey Mudd College