Professional Documents
Culture Documents
Elizabeth Lerczak
SPA 502
Professor OLeary
Concordia University
Abstract
Because first-generation college students have lower retention and graduation rates, this study
focused on their early integration experiences. Specifically, multiple regressions were conducted
and homesick-related distress, using Tinto's (1993) longitudinal attrition model. Educational
are highlighted. Results were consistent with non-first-generation research, suggesting that first-
generation students' integration may be similar to other college students. Implications for
Various studies have been conducted on first-generation college students. This study
conducted by Sherry A Woosley and Dustin K Shepler focuses on first year first-generation
college students early integration experiences. Data collected through a first year student survey,
given within the first three weeks of the Fall 2007 semester at a medium-size Midwest public
university. The data collected categorized into four criterion variables based on Tintos (1993)
longitudinal attrition model. The four criterion variables were (a) social integration (b) academic
integration (c) institutional satisfaction (d) homesick-related distress. Although the focus of this
study on first year first-generation early integration experiences, the issues addressed in the
First-generation college students pose a higher risk of dropping out. There are many
factors that lead to students who drop out, such as family support and early integration methods.
Three categories for a first-generation students potential success or failure are social concerns,
academic factors and pre-entry characteristics. Social integration can challenge for first-
obtain support, and achieve academically at an institution. First-generation students often feel
overwhelmed balancing academic demands as well as family, work and social obligations.
Leading to lower involvement in student activities and non-course related peer interaction.
Academic factors first-generation students face an unrealistic expectation to the reality of the
work required at the college level. Students often are academically challenged once they reach
the college level. First-generation students have lower grade expectations because of their
ARTICLE ANALYSIS III 4
academic skill uncertainty. A lack in self-confidence and academic preparation make success
educational goals, financial concerns, and high school support build a foundation for college
students. First-generation students lack parents who understand the process of adjusting to
college life, financial concerns, and knowledge of college activities as well as limited college roll
models. Because of these issues first-generation students have hurdles to overcome to achieve
college success.
Little research has been done on early integration methods among first generation college
students. Woosley and Shepler sought to answer weather Tintos (1993) variables adequately
prevalently predict integration. This study used data from one institution from a medium-sized
Midwest public university. All first-time first-year students were sent a survey via their school
emails along with two email reminders to complete the survey. Of the 3,581 incoming first-time
first-year students 3,051 responded to the survey. Because this study based on first-generation
students 1,019 of the students classified as first-generation because of two questions asked in the
survey based on their parents educational background. Only students who completed the entire
survey were included in the final sample. Thus, data from 804 first-generation students were
included in the study. Of the 804 36% men and 64% women. From the final data sample 87%
minority. This institution student policy requires first year students to live on campus or with
immediate family; only two students lived off campus leaving 802 students living in residence
halls.
ARTICLE ANALYSIS III 5
Making Achievement Possible (MAP Works) a national survey used by more than 80
institutions in the United States was used as the instrument for the data. The MAP Works
program is designed to collect information about a students goals, expectations, and early college
experiences. By completing the survey students are rewarded with a personalized feedback on
campus programs and resources to improve their academic performance and increase social
integration. Based on Tinto, three levels of variables identified. First, pre-entry variables were
included: gender and admissions test scores. Second, commitment to higher education was
included. Finally, the third (block) included on-campus environment, involvement in campus
organizations, and basic academic behaviors (Woosley & Shepler, 2011, p.705).
After reading the data the four variables identified based on Tintos variables (a) social
integration (b) academic integration (c) institution satisfaction and (d) homesick-related distress.
Social integration measured by a four questions on peer connection, including if students found
others they share common interests with and enjoy spending time with. Academic integration
was based on five questions covering the degree to which students motivation to complete their
academic work and how satisfied with their academic lives. Institution satisfaction three
questions on overall university experience and weather the student would choose the institution
again if they had to do it over again. Homesickness-related distress addressed how often students
thought about going home and degree to which they regretted leaving home.
Findings
Based on the results of the survey, key elements identified in producing a positive early
integration experience for first-generation students. Commitment and campus environment were
the most prevalent elements for social integration, academic integration, and institution
satisfaction. Homesick-related distress data found gender, admission test scores and campus
ARTICLE ANALYSIS III 6
environment to be the most important for understanding these challenges. Therefore the
integration to college life depicted the amount of satisfaction they felt. Homesickness happens to
a lot of students it is interesting that gender and admission test scores indicate homesickness.
The findings of this study suggest further study based on a few factors. One of which is
the lack of comparison to non first-generation students. The survey took the samples of only
first-generation students and did not compare them to other first year students who might
produce similar or different results making integration issues less of a first-generation issue and
more of a first year student problem. Also this study conducted at a medium-sized Midwest
institution did not show high diversity in the first-generation students. It would add to the study
Summary
This study of the early integration first year first-generation students experience,
produced challenges educators can address to make students experience more beneficial.
The survey collected data on all first year students within the first three weeks of the Fall
2007 semester, but only first-generation students were analyzed. Based on Tinto (1993) four-
criterion variables were discussed (a) social integration (b) academic integration (c)
expressed issues based on the intuitions and students commitment to integrating early.
Conclusion
generation students. Providing a campus environment where students can connect and
living atmosphere where students can study as well as connect with their piers is vital to
student support. By addressing the needs of students in residence halls such as homesickness,
feelings of academic inadequacy, and social isolation residence directors and their assistance
can create a positive and comforting environment. Students regardless of parental education,
struggle with similar issues making early integration important for all students. Early
orientation and other student affairs professionals can help ease the gap when transitioning to
college life.
ARTICLE ANALYSIS III 8
References
Woosley, S. A., P.H.D., & Shepler, D. K., M.A. (2011). UNDERSTANDING THE EARLY
http://search.proquest.com/docview/918794596?accountid=10245