This may be problematic since FGCS spend less time talking with high school personnel about their college aspirations than do students with college-educated parents. The FGCS must, therefore, rely on high school personnel and peers for guidance and information (Hudley et al., 2009). Unfamiliar with the rigor and expectations of the college curriculum, parents of FGCS may be unable, and at times unwilling, to help their child to adequately prepare for college. Further, this population is less likely to know the difference between various higher education institutions, and may select one that does not suit specific educational needs and goals (Arnold, Lu, & Armstrong, 2012). Many FGCS do not know how the college system works or how to apply to college, receive financial aid, or choose a major. A combination of these factors affects FGCS college readiness. FGCS parents are less likely to demand that their child do well in school or take advanced placement courses. There is a lack of familiarity with the importance of high school curriculum and how it relates to college preparation and readiness among FGCS parents (Gamez-Vargas & Oliva, 2013). SAT/ACT scores, along with high school GPA, serve as predictors of college persistence and academic success in college. Research indicates that first-generation SAT and ACT test-takers tend to have less core academic preparation and score lower than later-generation test-takers (Balemian & Feng, 2013). Many low-performing schools do not have enough highly qualified teachers and are often underfunded this, in turn, affects the quality of education many FGCS receive. High percentages of FGCS are from low-income families and attend low-performing PreK-12 schools (Hudley et al., 2009). College ReadinessĬollege readiness is defined as the academic and practical knowledge needed to be successful in higher education (Pitre & Pitre, 2009). Racial underrepresentation, low academic self-esteem, and difficulty adjusting to college can manifest while enrolled, contributing to a lower rate of college completion than that for students who have at least one parent with a four-year degree (Stephens, Hamedani, & Destin, 2014). Obstacles FGCS face include lack of college readiness, familial support, and financial stability. A 2001 National Center for Education Statistics study found that among students whose parents had completed high school, 54 percent enrolled in college immediately after graduation, while only 36 percent of students whose parents had less than a high school diploma immediately entered college (Balemian & Feng, 2013). Many obstacles affect the FGCS enrollment and graduation rate. Obstacles First-Generation College Students Face The common denominators of success include participation in high school and college preparation programs, college assimilation, familial support, and positive personal characteristics (Hudley et al., 2009 Sommerfeld & Bowen, 2013 Sandoval-Lucero, Maes, & Klingsmith, 2014 Wilkins, 2014). Despite these barriers, FGCS can succeed in college (Stephens, Hamedani, & Destin, 2014 Próspero, Russell, & Vohra-Gupta, 2012). During their time in college, however, FGCS confront distinctive challenges, including lack of college readiness, financial stability, familial support, and self-esteem. Factors that have helped first-generation college students include school integration, government assistance programs, and a population shift that has increased minority presence in schools (Pitre & Pitre, 2009). Historically, postsecondary education opportunities have been limited for certain ethnic and racial populations and for those of lower socioeconomic status (SES) (Pitre & Pitre, 2009). While higher education is rich in diversity and rewards, it can be particularly arduous for first-generation college students (FGCS). While these statistics look promising, the opportunity to go to college and obtain a degree is not immediately apparent to all students.Ĭollege provides a pathway for students to explore themselves and their interests, to expand their social and cultural experiences, and to build a more promising career. unemployment rate of 6.7 percent (Bureau of Labor Statistics, 2014). The unemployment rate among these graduates is 4.7 percent, which is lower than the U.S. The College Board claims that the average annual income for individuals who have a baccalaureate degree is $53,976. Many seek higher education in order to improve career opportunities and gain economic prosperity and social mobility (Blackwell & Pinder, 2014). Graduating high school students across the nation are faced with deciding whether to continue their education or enter the workforce.
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