Comparing the Determinants of Persistence for First-Generation and Continuing-Generation Students

By Mandy Martin Lohfink, Michael B. Paulsen. 2005

506 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e15eaace37d434cd7ebef46e1684b2a0c4b684fb

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Citations in the corpus

The Unwritten Rules of Engagement: Social Class Differences in Undergraduates' Academic Strategies (2016, background): “…campus groups, and to utilize support services less, compared to their middle class and affluent peers (Cabrera & La Nasa, 2001; Engle & Tinto, 2008; Lohfink & Paulsen, 2005; Pascarella, Wolniak, Pierson, & Terenzini., 2003, 2004; Pike & Kuh, 2005; Terenzini et al., 1996, 2001; Walpole, 2003).”
Parent Support and Stress among First-Generation and Continuing-Generation Female Students during the Transition to College (2011, background): “…students more likely to be female (Chen, 2005), but female first-generation students are less likely to persist in their college education (Lohfink & Paulsen, 2005) and female students are more likely to experience higher levels of stress during college than are male first-generation…”
Counterspaces and Connections in College Transitions: First-Generation Latino Students' Perspectives on Chicano Studies (2011, background): “First-generation students are more likely than their non-first-generation counterparts to be students of color; therefore, they may experience multiple forms of marginality based on their race and class (Lohfink & Paulsen, 2005).”
Beyond the first‐year experience: the impact on attrition of student experiences throughout undergraduate degree studies in six diverse universities (2011, background): “2002 ; Lohfink and Paulsen 2005 ; Pascarella and Terenzini 1983 ), social comfort and involvement (Hoffman et al.”
The relationship between intrinsic motivation and academic achievement for first generation Latino college students (2014, methodology): “Furthermore, research has shown that individual persistence for Latino first generation college students influences academic success in a more significant way compared to their peers (Lohfink and Paulsen 2005).”
First-generation students: what we ask, what we know and what it means: an international review of the state of research (2013, background): “In addition, the likelihood of attrition is higher for FGS who are married, male and Hispanic, whose primary language is not English or who attend a private institution (Lohfink & Paulsen, 2005).”
Testing Tinto: How Do Retention Theories Work for First-Generation, Working-Class Students? (2008, background): “The transition to college for first-generation college students is particularly challenging as a result of these numerous at-risk factors (Lohfink & Paulsen, 2005).”
First-Generation Undergraduate Students and the Impacts of the First Year of College: Additional Evidence (2012, unknown): “Yet the literature examining firstgeneration students has primarily focused on three distinct outcome measures: (a) college choice decisions and aspirations (e.g., Bui, 2002, 2005; Ceja, 2006; Gibbons & Shoffner, 2004), (b) academic achievement (e.g., Chen & Carroll, 2005; Dennis, Phinney, & Ivey-Ch”
Factors Influencing the Academic Achievement of First-Generation College Students (2006, background): “This is particularly important to note as FGs tend to be less well prepared for college compared to their “continuing generation” (Martin Lohfink & Paulsen, 2005, p.409) counterparts (Hossler, Schmit, & Vesper, 1999; Shivpuri, Schmitt, Oswald, & Kim, 2006).”
Exploring the impact of social class on adjustment to college: Anna’s story (2007, background): “Lohfink and Paulsen ( 2005 ) found FGS with higher family incomes more likely to persist than FGS students from lower social class backgrounds, and argued that family background plays into persistence both in families’ social and economic characteristics and in their understanding about higher educa”
First-Generation and Continuing-Generation College Students: A Comparison of High School and Postsecondary Experiences. Stats in Brief. NCES 2018-009. (2017, background): “First-generation college students were found to be less likely than their continuing-generation peers to persist through the first couple of years of college (Lohfink and Paulsen 2005).”
First-to-Second-Year Persistence of Students With Disabilities in Postsecondary Institutions in the United States (2011, background): “…student may present potential barriers and contribute to higher attrition rates of students from postsecondary institutions (e.g., Engle & Tinto, 2008; Horn & Carroll, 1998; Ishitani, 2003, 2006; Lohfink & Paulsen, 2005; McCarron & Inkelas, 2006; Tinto, 2004; Warburton et al., 2001).”
Academic Advising and First-Generation College Students: A Quantitative Study on Student Retention (2013, background): “…of leaving an institution due to the following attributes noted in the literature: lack of academic preparation, little parental involvement, racial/ ethnic demographics, and socioeconomic status (Ishitani, 2006; Lohfink & Paulsen, 2005; McCarron & Inkelas, 2006; Vuong, BrownWelty, & Tracz, 2010).”