Voices of first and second generation college students: Reasons for enrolling in graduate education

Abstract

The purpose of the present study was to identify characteristics and choices that have assisted first-generation students in attaining a baccalaureate degree and enrolling in graduate study. Previous research identified academic preparation, institutional choice, and family experiences as areas that influenced first-generation students. Attrition and retention were also explored, as well as issues related to graduate enrollment. A selected sample of four first-generation and four second-generation participants were interviewed using qualitative methods (Lincoln & Guba, 1985) regarding academic preparation, family culture, prior institutional choice, and influential mentors. Interview findings were triangulated and themes and issues identified. Results showed that second-generation students were influenced by their parents' educational level and received more college preparation in secondary school than did first-generation students. Institutional choice, on-campus employment, and peers influenced participant success, and positive mentors were identified for both first-generation and second-generation students. Additionally, first-generation participants reported that family support was essential to their success in higher education. The results are followed by a discussion of the research questions and comparison of the responses of first-generation and second-generation participants. Recommendations for student affairs practitioners and future researchers to assist firstgeneration students in their pursuit of a graduate degree are included.

Date of Award	2004
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	James Wallace (Supervisor)