First-Generation College Student Analysis

Introduction

The purpose of this paper is to assess the performance of first-generation college students. With the number of first-generation college students enrolling in universities rising, these students often have a struggle to transition into a university life with the lack of knowledge that their parents could not provide for them. College is a huge step for many families because they are sending their children off to get a higher education; therefore, support and motivation were added to the studies. These two components will be mentioned in this essay because many studies have shown that they can affect a student’s ability to do well in school. This happens because first-generation children grow up in an environment where they are

The first study had focused deeply on three students that were the first ones out of their families to go to a university, and each of these students were at a different university. The research conducted field work to see the performance of each of these young adults. The researchers focused on the support system that the students received and they stated, “Majority of these first-generation graduate students benefited from a significant amount of emotional support…but they did not pressure their children to succeed academically” (Longwell-Grice et al., 2016, p. 5). This is surprising to note because these students were not pressured to succeed; however, they had other support systems that pushed them to go off to college to pursue a higher

In what programs/organizations/activities were students involved?

3. On what support groups and/or support systems do they depend?

4. How satisfied are they with their experience at the TTU and within CASNR thus far? Each of these questions helped conduct the experiment as a whole, and helped conclude their research. The results of these question had conducted the overall finding of the research and it was the three main factors that are listed above. These factors helped the all the students in the experiment to become outstanding first-generation kids in their classes.

The next study establishes how the first-generation college student’s experience is with less parental support than their peers. The researchers have made a hypothesis that these differences are found in areas relevant to college specifically rather than parental support overall, which can provide a distinction between type of support and differences and similarities in perception by first-generation status (Barry et al., 2014). Barry et al. (2014) had conducted research throughout four various universities and they received 1,539 valid responses, for a 24% total response rate. Of the 1539 respondents, virtually all (92%) were between 17 and 19 years-old (p. 4). Once the participants were collected, research took a long time to conduct thoroughly; like the other studies, a short interview was given to these students to help gather data. The result of this research found that college experience may