First- and Second-Generation College Students: A Comparison of Their Engagement and Intellectual Development

By Gary R. Pike, George D. Kuh. 2005

769 citations recorded by the source corpus.

Students who are the first in their family to attend college are less likely to graduate compared to students with one or both parents who have baccalaureate degrees. However, surprisingly little is known about the college experiences of first-generation students. This study examined the self-reported college experiences of 1,127 first-year students at a variety of four-year colleges and universities. First-generation students tended to be less engaged and gained less from college than their counterparts with college-educated parents did. These differences were primarily due to first-generation students having lower educational aspirations and living off campus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fbe4cb7f493bb12811c86a37744fcaf7e953d538

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Citations in the corpus

First-Generation Status and Student Race/Ethnicity as Distinct Predictors of Student Involvement and Learning (2007, background): “ Pike and Kuh (2005) found that commuting to campus, along with lower educational aspirations, explained much of the difference in involvement in the college experience between first-generation students and other students.”
Counterspaces and Connections in College Transitions: First-Generation Latino Students' Perspectives on Chicano Studies (2011, background): “…GPAs, are less academically and socially involved in college than other students, and complete college at lower rates (Lundberg et al., 2007; Nuñez & Cuccaro-Alamin, 1998; Pascarella, Pierson, Wolniak, & Terenzini, 2004; Pike & Kuh, 2005; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996).”
What Student Affairs Professionals Need to Know About Student Engagement (2009, neutral): “…Nelson Laird, & Kuh, 2005; Nelson Laird, Shoup, Kuh, & Schwarz, 2008; Outcalt & Skewes-Cox, 2002; Pascarella et al., 2006; Pike, 2003, 2006a, 2006b; Pike & Kuh, 2005, 2006; Pike, Kuh, & Gonyea, 2003, 2007; Pike, Smart, Kuh, & Hayek, 2006; Umbach & Kuh, 2006; Zhao, Carini, & Kuh, 2005; Zhao & Kuh,…”
An Exploration of First-Generation College Students’ Career Development Beliefs and Experiences (2015, result): “This sense of marginalization was voiced by some participants in this study and has also been seen in previous research about FGCS (Pike & Kuh, 2005).”
Integrated, marginal, and resilient: race, class, and the diverse experiences of white first‐generation college students (2011, background): “1996 , 17), where a ‘disproportionately low number … succeed in college’ (Pike and Kuh 2005 , 276).”
Social Capital and Academic Motivation Among First-Generation Community College Students (2015, background): “Further, many studies investigate the barriers faced by first-generation college students, while fewer studies examine the factors that contribute to their success (Pike & Kuh, 2005).”
What Matters to Student Success: A Review of the Literature (2006, background): “…earn fewer credits in their first year, take more remedial courses, are more likely to repeat courses, tend to major in vocational and technical fields, are less likely to choose a major in the first year of college (Choy 2001; Chen 2005), and are less likely to live on campus (Pike and Kuh 2005).”
A Tangled Web of Terms: The Overlap and Unique Contribution of Involvement, Engagement, and Integration to Understanding College Student Success (2009, background): “As a result, Chickering’s (1974) conception of integration has been used to link involvement and engagement to learning gains and to support the causal ordering of engagement, integration, and intellectual development (Pike & Killian, 2001; Pike & Kuh, 2005).”
Stories of Success: Experiences of American Indian Students in a Peer-Mentoring Retention Program (2007, neutral): “The literature reveals that first-generation students are far less likely to succeed in college and that there is a gap between the persistence rates of first- and second-generation college students (Pike & Kuh, 2005; Warburton, Bugarin, & Nuñez, 2001).”
First-generation students: what we ask, what we know and what it means: an international review of the state of research (2013, background): “They rate their chances of joining a student society (sorority or fraternity) lower than do non-FGS (Pratt & Skaggs, 1989) and, according to Pike and Kuh (2005), they perceive the university environment as less supportive.”
Talking ‘Bout My Generation: Defining “First-Generation College Students” in Higher Education Research (2018, background): “Other researchers (Collier & Morgan, 2008; Pike & Kuh, 2005) only referred to someone as a FGCS if neither parent earned a bachelor’s degree.”
Factors Influencing the Academic Achievement of First-Generation College Students (2006, background): “Nevertheless, prior studies suggest that FGs are less likely to graduate, less engaged in college, and tend to report fewer gains from college (Pike & Kuh, 2005).”
Development and Validation of the College Mattering Inventory With Diverse Urban College Students (2009, background): “…interactions with institutional agents, mattering has attracted little attention when compared to the related constructs of sense of belonging, fit, involvement, and engagement (e.g., Chickering & Gamson, 1987; Kuh, 2001; Pascarella & Terenzini, 1991, 2005; Pike & Kuh, 2005; Schroeder, 2003).”
An Assessment of Engineering Students' Curricular and Co‐Curricular Experiences and Their Ethical Development (2012, positive): “…that include: academic achievement and intellectual development (Flowers, 2004; Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008; Pike, 2003; Pike & Kuh, 2005); cognitive complexity (Pascarella, Seifert & Blaich, 2009); personal and social development (Bandura, Millard Peluso, & Ortman, 2000;…”
Desafíos y Bendiciones (2012, neutral): “…familial relationships and networks (e.g., Saunders & Serna, 2004; Williams & Butler, 2010), attrition (e.g., Ishitani, 2006), cumulative academic achievement (e.g., Strayhorn, 2006), engagement (e.g., Pike & Kuh, 2005), and first-year performance (e.g., Warburton, Burgian, & Nuñez, 2001).”
Academic Advising and First-Generation College Students: A Quantitative Study on Student Retention (2013, methodology): “For the purposes of this research, we identify firstgeneration students as individuals whose parents experienced little or no time in college and consequently did not graduate from college with a 4-year degree (Pike & Kuh, 2005).”