College of Education and Human Services
Doctor of Education in Educational Leadership (EdD)
Leadership, School Counseling & Sport Management
NACO controlled Corporate Body
University of North Florida. Department of Leadership, School Counseling & Sports Management
Dr. Amanda B. Pascale
Dr. Matthew Ohlson
Dr. Elizabeth Gregg
Dr. Amanda Kulp
Much of the research on first-generation college students (FGS) tends to focus on comparing this population of students to its continuing-generation peers and focuses on in-college experiences. This research looks to answer: (1) are there demographic and pre-college characteristic differences between full-time, FGS at different institutional types; (2) are there differences between institutional types across five cognitive and non-cognitive expectations for FGS; and, (3) do these differences remain after introducing moderating variables. The data are a random sample of participating institutions from the Beginning College Survey of Student Engagement, implemented by the Center for Postsecondary Research at Indiana University, between the years 2016-2018. The analyses show there are statistically significant demographic and pre-college characteristic differences between full-time, FGS at different institutional types, with the only exceptions being (a) institutional control and academic readiness and (b) institutional Carnegie classification and gender identity. Additional analyses reveal that there are differences between the institutional types across five cognitive and non-cognitive expectations for FGS, with the only exception being institutional Carnegie classification and expected academic perseverance. The introduction of moderating variables affects the statistically significant relationships between the independent variable groups and the dependent variables. Gender identity and race/ethnicity have large effects on these relationships, whereas, high school involvement and academic readiness have small effects on these relationships. The results of the research provide administrators at varying institutional types a guide map of differences to consider when developing initiatives for FGS based on their pre-college expectations. Ultimately, this study highlights the non-monolithic nature of FGS and encourages professionals to be intentional when designing efforts to most effectively support first-generation college students.
Sipes, Justin Michael, "Pre-College Expectations of First-Generation College Students: A National Study Based on Institutional Characteristics" (2021). UNF Graduate Theses and Dissertations. 1094.