A Social Cognitive Perspective to Explain Postsecondary Education Enrollment of First-Generation Students

• In Event: AERA Poster Session 1
  In Poster Session: Division J Poster Session: College Student Access

Abstract

Social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994, 2000) explains the process of educational and career development, and how personal, behavioral, and contextual factors influence this process. Data from the High School Longitudinal Study of 2009 (HSLS:2009) was used to examine first- and continuing-generation students on their pursuit of different types of postsecondary education. Results re-affirm the literature that first-generation students were at disadvantages to access postsecondary education. Self-efficacy had a substantial positive influence on establishing higher educational goals, and self-efficacy and educational goals together made a great difference in postsecondary education enrollment for both first- and continuing-generation students. Contextual support and barriers had direct influence on educational goals but played different roles between two groups.

Authors

• Xue Xing, University of Nevada, Las Vegas

• Jay W. Rojewski, University of Georgia