The Academic Performance of First-Generation Students in Higher Education: A Systematic Review

• In Event: Free-Tuition Policy, Support Programs, and Academic Performance: Lessons for Increased Equity in Chilean Higher Education

Abstract

Scholarly work conducted previous to 2010 consistently reported a gap between first-generation and continuing-generation students in college success, as measured by grades, persistence and graduation rates. These disparities result in a considerable proportion of disadvantaged students not only without a higher education degree and more difficulties finding a job that is higher in the job market hierarchy, but often with important debts.

This research aims to systematically examine the most recent findings regarding the academic adjustment process of first-generation students to higher education institutions and the institutional factors that intervene in this adjustment process. Articles published in three databases (Web of Science, Scielo Citation Index and Scopus) using any of the following search words were examined initially by three judges: “first-generation”, “first-in-family”, “student”, “higher education”, “transition”, “trajectory·, “experience”, and “adjustment”. From a total of 724 articles found initially, 48 articles focusing on the academic adjustment of students were selected after applying the inclusion and exclusion criteria.

The results of studies conducted between 2010 and 2020 continue to report lower performance of first-generation students when compared to that of continuing students, when measured by grades and persistence. When looking at other outcomes, such as learning outcomes, intellectual development, learning skills, integration and engagement with the academic environment, we find mixed evidence. There is also an increased interest in the academic process, and not just in describing academic outcomes of first-generation students. Implications of these findings for institutional practice, particularly for Chilean institutions, will be discussed.

Authors

• Maria Lopez, Pontifical Catholic University of Chile

• Maria Veronica Santelices, Catholic University of Chile