The experiences of first-generation students at large, public research universities: Engagement and Outcomes

Abstract

Greater numbers of students from non-college educated families are enrolling in higher education than ever; as the numbers of first-generation college students increases on college campuses (Choy, 2001), so do concerns about their success rates as compared to their non-first generation peers. This paper examines the academic and social engagement of first-generation college students who attended large, public research universities in 2009. It was found that first-generation students have lower levels of academic and social engagement as compared to their non-first-generation peers. Additionally, regression analyses were used to examine the association between academic and social engagement factors and academic and developmental outcomes among first-generation students so that administrators and practitioners can focus their efforts in areas that are associated with student outcomes.