Identifying college success strategies in first-generation college students : an honors thesis (HONRS 499)

Abstract

Literature regarding first-generation college students has tended to focus on the disadvantages and weaknesses of this group that result in poor collegiate experiences and outcomes. This study served to bridge the gap in research by identifying through focus group discussions, individual interviews, and responses to structured-problem vignettes which problem solving strategies and contributing factors were most effective in achieving success for this population. Nine first-generation juniors and seniors from a Midwestern university were divided into high-performing and average-performing groups based on grade point average. Results suggested high levels of social support, evaluation of greater benefits versus costs associated with long-term perspective goals, and high levels of self-motivation to be the most salient factors regarding high performance for first-generation students. Limitations and recommendations for university initiatives are also discussed.