| Terry Ishitani
Indiana State University
The longitudinal impact of "first-generation" on college student attrition
FINAL REPORT:
Although graduating from college may be viewed as a rite of passage for better social mobility in our society, the rate of completing a college education is not the same for all types of students. First-generation students, whose parents never graduated from college, face unique challenges to attain a college degree in this country. The purpose of the present study is to investigate longitudinal educational success of first-generation students using the NELS88: 2000 and PETS data sets. Multi-levels of analyses, from attrition behavior of 8th graders to the likelihood of timely college graduation among first-generation students, were included in the study using the same cohort of students over time. Highlights of the study findings are: (a) first-generation students had higher dropout rates in secondary education than students whose parents graduated from college, (b) after controlling for student characteristics, first-generation high school graduates were 25% less likely to attend postsecondary institutions, and they were 1.3 times more likely to enroll in public two-year institutions than their counterparts, (c) after matriculation to four-year institutions, first-generation students were more likely to depart over time, and (d) first-generation students were 29% or 39% less likely to graduate from college within four or in five years. Based on the results of the study, first-generation students were indeed less academically successful in the United States. However, their higher attrition behavior from our educational system begins as early as 8th grade. Thus, early intervention strategies involving school and parents to raise educational expectations among first-generation students are recommended.
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