The purpose of this study was to examine the perceived academic obstacles of first-generation students in comparison to non-first-generation students. Using the Student Experience in the Research University (SERU) completed by approximately 58,000 students from six research universities, the researchers used nonparametric bootstrapping to analyze differences between first-generation and
non-first-generation students’ obstacles to academic success. The results suggest that first-generation students more frequently
encounter obstacles that compromise their academic success as compared to non-first-generation students, such as job
responsibilities, family responsibilities, perceived weak English and math skills, inadequate study skills, and feelings of depression. Implications for learning assistance professionals are outlined.
Stebleton, M. J., & Soria, K. M. (2012). Breaking down barriers: Academic obstacles of first-generation students at research universities. The Learning Assistance Review, 17(2), 7-19.
Stebleton, Michael; Soria, Krista.
Breaking down barriers: Academic obstacles of first-generation students at research universities.
The Learning Assistance Review.
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