Heterogeneity in first-generation college students influencing academic success and adjustment to higher education

This study questions the notion that first-generation college students (FGCSs) are homogenous. We state that older siblings who have attended college contribute in a significant way to FGCSs' educational outcomes. To investigate the differences among FGCSs and compare them with continuing-generation college students (CGCSs), we collected undergraduate student survey data at a regional university in the Midwestern United States. The data were analyzed with a one-way analysis of variance (ANOVA) and logistic and multivariate regression using the Stata 14 statistical software package. The results showed that statistically, FGCSs who are the first in their families to attend college (F-FGCSs) had significantly fewer reasons for attending college; less parental, peer, and institutional support; and lower likelihood of academic success than CGCSs and FGCSs with older siblings who attended college (FGCSs-OS), while CGCSs and FGCSs-OS were similar. Therefore, higher education policies need to be tailored to meet the specific needs of each subgroup of FGCSs.