The Effects of First-Generation Status on Student Engagement and Outcomes at Liberal Arts Colleges | Zendy

Suhua Dong | Zendy

AI Assistant Blog Pricing

Home ZAIA Blog

Open Access

The Effects of First-Generation Status on Student Engagement and Outcomes at Liberal Arts Colleges

Author(s) -

Suhua Dong

Publication year - 2019

Publication title -

journal of college student development

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 1.055

H-Index - 76

eISSN - 1543-3382

pISSN - 0897-5264

DOI - 10.1353/csd.2019.0001

Subject(s) - liberal arts education , disadvantaged , first generation , ethnic group , diversity (politics) , psychology , race (biology) , higher education , student engagement , social psychology , medical education , gerontology , political science , sociology , pedagogy , demography , medicine , gender studies , law , population

Using data from the Higher Education Data Sharing Consortium (HEDS) Senior Survey, I compared first-generation students’ self-reported levels of engagement and outcomes with those of continuing-generation students at 16 private liberal arts colleges (N = 7,611). Membership in the first-generation group demonstrated significant, positive main effects on interactions with diversity, satisfaction with career services, and institutional preparation for career path. On a few variables, significant factor interactions were found between first-generation status and gender and first-generation status and race/ethnicity; no particular first-generation subgroup by gender or race/ethnicity appears to be systematically disadvantaged or advantaged relative to the continuing-generation peer subgroup.

The content you want is available to Zendy users.

Already have an account? Click here to sign in.

Having issues? You can contact us here

Accelerating Research