First-Generation College Students

By Ernest T. Pascarella, Christopher T. Pierson, Gregory C. Wolniak, P. Terenzini. 2004

1,115 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9718b264f47be8cb90a10110454ce78b05df5107

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Citations in the corpus

Counterspaces and Connections in College Transitions: First-Generation Latino Students' Perspectives on Chicano Studies (2011, background): “For both Latino and first-generation college-going students, engagement in the college environment appears more important than pre-college background characteristics in influencing educational outcomes (Hurtado & Carter, 1997; Lundberg et al.; Pascarella et al., 2004).”
Feeling at Home in College: Fortifying School‐Relevant Selves to Reduce Social Class Disparities in Higher Education (2015, background): “They are more likely to engage in the academic, extracurricular, and social activities that foster learning and growth, and facilitate the transfer of cultural capital (Cummins, 2001; Gurin & Nagda, 2006; Gurin et al., 2013; Lapan, Kardash, & Turner, 2002; Pascarella et al., 2004; Ramos-Sanchez & Ni”
Social Capital and Academic Motivation Among First-Generation Community College Students (2015, background): “…working-class, White community college students in the current study faced many obstacles to earning postsecondary degrees, and social capital in the form or relationships with institutional agents on campus may be able to help them stay on course McConnell, 2000; Pascarella et al., 2004).”
Breaking down Barriers: Academic Obstacles of First-Generation Students at Research Universities. (2012, background): “For example, Pascarella et al. (2004) noted that first-generation students tend to live off-campus, thereby making it more challenging to establishing relationships via on-campus structures, such as residence halls.”
Understanding the Memorable Messages First-Generation College Students Receive from On-Campus Mentors (2012, background): “…(Nichols & Lucas, 2010), GPA (Chen & Carroll, 2005; Nichols & Lucas, 2010), retention rates (Ishitani, 2006; Lohfink & Paulsen, 2005; Nichols & Lucas, 2010; Pascarella, Pierson, Wolniak, & Terenzini, 2004; Somers, Woodhouse, & Cofer, 2004), and graduate education rates (Pascarella et al., 2004).”
First Things First: Developing Academic Competence in the First Year of College* (2006, background): “Compensatory effects indicate that grade performance and several first-year experiences are particularly important to the subsequent success of students of color (Zea, Reisen, Beil, and Caplan, 1997), low-ability students (Carini, Kuh, and Klein, In press; Ewell, 2002, 2005), and first-generation st”
Financial, Academic, and Environmental Influences on the Retention and Graduation of Students (2007, background): “Although first-generation students generally do not lack in ability, often they may feel less prepared for college and have a greater fear of failure than students whose parents have earned at least a bachelor’s degree (Bui, 2002; Pascarella et al., 2004; Warburton, Bugarin, & Nunez, 2001).”
First-generation Disadvantage and College Enrollment/Completion (2016, background): “Consequently, those with college-educated parents are not only significantly more likely to graduate from high school (Pirog and Magee 1997) and attend college (Goldrick-Rab and Pfeffer 2009), but they are also more likely to attend higher status colleges—colleges that often have better job placemen”
The Unwritten Rules of Engagement: Social Class Differences in Undergraduates' Academic Strategies (2016, background): “In this study, I define social class by parent education, both because research has shown that having parents with college degrees is a significant predictor of undergraduate success (Ishitani, 2006; Pascarella et al., 2004; Terenzini et al., 1996) and because potential participants were more aware ”
First-generation students: what we ask, what we know and what it means: an international review of the state of research (2013, methodology): “They take fewer courses than their non-FGS counterparts and thus obtain fewer credits per term (Pascarella et al., 2004).”
The Gap between Educational Aspirations and Attainment for First-Generation College Students and the Role of Parental Involvement (2006, background): “As first-generation students attempt to integrate academically and socially, they may experience incongruence between their family backgrounds and their higher education 536 Journal of College Student Development institutions (Hsiao, 1992; Tinto, 1987).”
When Race and Gender Collide: Social and Cultural Capital’s Influence on the Academic Achievement of African American and Latino Males (2010, background): “In fact, social-capital-accruing experiences— educational experiences that facilitate the development of supportive relationships with others—may be a way for students to acquire the cultural capital that promotes success in college (Pascarella et al., 2004; Strayhorn, 2008g).”
First-Generation College Students as Academic Learners: A Systematic Review (2020, background): “Some first-generation college students experience academic and social challenges as they transition into higher education because they may not be familiar with institutional norms and practices and do not have the personal networks to ask for guidance (Pascarella et al., 2004).”