Academic performance and adjustment of first-generation students to higher education: A systematic review
AbstractScholarly work conducted before 2010 consistently reported a gap between first-generation and continuing-generation students in college success, as measured by grades, persistence, and graduation rates. Through a systematic literature review, this study aimed to examine the most recent findi...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2209484 |
| _version_ | 1797671640860983296 |
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| author | María José López Maria Veronica Santelices Carmen Maura Taveras |
| author_facet | María José López Maria Veronica Santelices Carmen Maura Taveras |
| author_sort | María José López |
| collection | DOAJ |
| description | AbstractScholarly work conducted before 2010 consistently reported a gap between first-generation and continuing-generation students in college success, as measured by grades, persistence, and graduation rates. Through a systematic literature review, this study aimed to examine the most recent findings, from 2010 until 2020, regarding the academic adjustment process of first-generation students to higher education institutions and the institutional factors that help them in the process. The results report lower performance of first-generation (FG) students and compared to that of continuing-generation (CG) students and measured by grades and persistence. When looking at other variables, such as learning outcomes, intellectual development, learning skills, integration and engagement with the academic environment, we find scarce and mixed evidence. There is also an increased interest in the academic process, and not just in describing academic outcomes of first-generation students. These findings suggest that interventions promoting social belonging, support from peers, parents´ involvement and a welcoming campus climate should be fostered by institutions interested in the access and graduation of FG students. |
| first_indexed | 2024-03-11T21:18:29Z |
| format | Article |
| id | doaj.art-03ac28622c1345a3a8fa00bc5ec3e899 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-11T21:18:29Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-03ac28622c1345a3a8fa00bc5ec3e8992023-09-28T10:28:07ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110110.1080/2331186X.2023.2209484Academic performance and adjustment of first-generation students to higher education: A systematic reviewMaría José López0Maria Veronica Santelices1Carmen Maura Taveras2Millenium Nucleus Experience of Students in Higher Education in Chile: Expectations and Realities, Pontificia Universidad Católica de Chile, Santiago, ChileMillenium Nucleus Experience of Students in Higher Education in Chile: Expectations and Realities, Pontificia Universidad Católica de Chile, Santiago, ChileFacultad de Educación, Pontificia Universidad Católica de Chile, Santiago, ChileAbstractScholarly work conducted before 2010 consistently reported a gap between first-generation and continuing-generation students in college success, as measured by grades, persistence, and graduation rates. Through a systematic literature review, this study aimed to examine the most recent findings, from 2010 until 2020, regarding the academic adjustment process of first-generation students to higher education institutions and the institutional factors that help them in the process. The results report lower performance of first-generation (FG) students and compared to that of continuing-generation (CG) students and measured by grades and persistence. When looking at other variables, such as learning outcomes, intellectual development, learning skills, integration and engagement with the academic environment, we find scarce and mixed evidence. There is also an increased interest in the academic process, and not just in describing academic outcomes of first-generation students. These findings suggest that interventions promoting social belonging, support from peers, parents´ involvement and a welcoming campus climate should be fostered by institutions interested in the access and graduation of FG students.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2209484first-generation studentshigher educationacademic outcomesacademic adjustmenttransitionsystematic review |
| spellingShingle | María José López Maria Veronica Santelices Carmen Maura Taveras Academic performance and adjustment of first-generation students to higher education: A systematic review Cogent Education first-generation students higher education academic outcomes academic adjustment transition systematic review |
| title | Academic performance and adjustment of first-generation students to higher education: A systematic review |
| title_full | Academic performance and adjustment of first-generation students to higher education: A systematic review |
| title_fullStr | Academic performance and adjustment of first-generation students to higher education: A systematic review |
| title_full_unstemmed | Academic performance and adjustment of first-generation students to higher education: A systematic review |
| title_short | Academic performance and adjustment of first-generation students to higher education: A systematic review |
| title_sort | academic performance and adjustment of first generation students to higher education a systematic review |
| topic | first-generation students higher education academic outcomes academic adjustment transition systematic review |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2209484 |
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