Title
The Effects of First-Generation Status on Student Engagement and Outcomes at Liberal Arts Colleges
Document Type
Article
Publication Date
1-2019
Department 1
Institutional Analysis
Abstract
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.
Copyright Note
This is the author's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
ISBN/ISSN
1543-3382
Version
Post-Print
Recommended Citation
Dong, Suhua. "The Effects of First-Generation Status on Student Engagement and Outcomes at Liberal Arts Colleges." Journal of College Student Development 60, no.1 (2019): 17-34.
Required Publisher's Statement
This article is also available on Project MUSE: http://muse.jhu.edu/article/715308
Included in
Academic Advising Commons, Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, Liberal Studies Commons