Running head: FIRST-GENERATION FIRST YEAR COLLEGE 1

First-Generation First Year College Student Experiences at Salem State University

Shakira Moreta

Salem State University

FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 2

Executive Summary

Introduction

Salem State University states that to achieve the university’s mission, the university must

value academic excellence and student success. One of the institutions core values is “access”.

According to the strategic plan, Salem State has “a long history of, and deep commitment to,

providing a pathway to college participation and completion for first-generation college students

and others who may consider this goal beyond reach” (Salem State University).

Retention Services at Salem State University uses Mapworks as a platform to monitor

student success. Each semester, Retention Services sends out a survey for each student to

complete. After completing the survey, Mapworks creates a report for each student providing

them with the resources available to them and campus connections with administrators and

faculty (Salem State University).

Project Design

Using the results from the Fall 2017 Mapworks survey, a quantitative assessment was

conducted. The survey is sent to all students, however the responses that were selected for this

assessment were the responses of first year students who identified as first-generation students,

first generation students who participated in TRIO and Student Support Services, STEP or the

Summer Bridge Academy.

Sample

The Mapworks survey was sent to 1,083 first year students. Of the 1,083 first year

students, 20.68% (n =224) first-generation students, 5.35% (n = 58) first-generation students

who participated in support programs and 31.94% (n = 346) first year students who were not

first-generation students responded to the survey.

FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 3

Key Findings

1. Commitment to the institution

 72.32% (n = 162) of respondents who identified as first-generation students first-

year students were “extremely” certain they intended to return to the university

the following semester and following academic year.

 67.24% (n = 39) of respondents who identified as first-generation students first-

year students who participated in STEP, Student Support Services or Summer

Bridge Academy were “extremely” certain they intended to return to the

university the following semester and following academic year.

 76.3% (n = 264) of respondents who identified as non-first-generation students

first-year students were “extremely” certain they intended to return to the

university the following semester and following academic year.

2. Financial means

 59.81% (n = 131) of respondents who identified as first-generation students first-

year students were “moderately” confident they can pay for tuition for the

upcoming semester and school year as well as living expenses.

 59.64% (n = 34) of respondents who identified as first-generation students first-

year students who participated in STEP, Student Support Services or Summer

Bridge Academy were “moderately” confident they can pay for tuition for the

upcoming semester and school year as well as living expenses.

 54.46% of respondents who identified as non-first-generation students first-year

students were “moderately” confident they can pay for tuition for the upcoming

semester and school year as well as living expenses.

FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 4

3. Academic Self-Efficacy

Self-efficacy is defined as the student’s perception of how well they do in courses they

consider difficult or how they continue make an effort on projects even when they face

challenges.

 58.96% (n = 125) of respondents who identified as first-generation first year

students were “moderately” certain that they could persevere in courses or on

projects they found difficult.

 70.9% (n = 39) of respondents who identified as first-generation first year

students who participated in STEP, Student Support Services or Summer Bridge

Academy were “moderately” certain that they could persevere in courses or on

projects they found difficult.

 59.14% (n = 194) of respondents who identified as non-first-generation first year

students were “moderately” certain that they could persevere I courses or on

projects they found difficult.

4. Academic Resiliency

Academic resiliency refers to students achieving positive educational outcomes despite

the difficulties they may face.

 59.61% (n = 124) of respondents who identified as first-generation first-year

students were “extremely” certain they put in extra effort to achieve their

academic goals.

 59.25% (n = 32) of respondents who identified as first-generation first-year

students who participated in STEP, Student Support Services or Summer Bridge

FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 5

Academy were “extremely” certain they put in extra effort to achieve their

academic goals.

 63.07% (n = 205) of respondents who identified as non-first-generation first-year

students were “extremely” certain they put in extra effort to achieve their

academic goals.

5. Social Integration

Social integration refers the students’ sense of belonging and overall satisfaction with

their social life on campus.

 49.49% (n = 76) of respondents who identified as first-generation first-year

students ranked their sense of belonging and social life on campus as “moderate”.

 47.05% (n = 24) of respondents who identified as first-generation first-year

students who participated in STEP, Student Support Services or Summer Bridge

Academy ranked their sense of belonging and social life on campus as

“moderate”.

 52.07% (n = 163) of respondents who identified as non-first-generation first-year

students ranked their sense of belonging and social life on campus as “moderate”.

Conclusion

The results from the Mapworks survey were consistent with research regarding first-

generation students’ experiences in college. Research shows first-generation students tend to lack

preparation to succeed academically in college, worry about being able to afford a college

education, and tend to be at a higher risk of dropping out of college. First-generation first year

students and first year students who were not first-generation expressed moderate concerns for

being able to afford tuition and living expenses, sense of belonging at Salem State and self-
FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 6

efficacy. On the other hand, all first-generation first year students as well as first year students

who do not identify as first-generation students expressed strong intentions of returning to the

university as well as a strong belief that they work extra hard when they find courses or projects

difficult.

Introduction

In higher education, students whose parents did not complete a four-year degree program

are considered first-generation students. Earning a college degree continues to represent

opportunity, success and financial stability, however access to a college education continues to

be an issue (Blackwell & Pinder, 2014). Many first-generation students come from low

socioeconomic backgrounds, are not academically prepared for college, aren’t aware of the

information they need for college and lack proper counseling (Blackwell & Pinder, 2014).

There are three programs Salem State University offers that support first-generation

students which are TRIO Student Support Services (SSS), the Student Transition and

Engagement Program (STEP) and Summer Bridge Academy. TRIO Student Support Services is

a federally funded program dedicated to increasing retention and graduation rates among first-

generation, low-income and students with disabilities (Salem State University). The program

offers basic skills training and activities designed to develop the necessary skills students need to

meet their career and academic goals (Salem State University).

The STEP program at Salem State University is a mentoring and coaching program

specifically for first and second year college students (Salem State University). The STEP

program serves approximately 75 students each year and provides students in the program with a

peer mentor (Salem State University). Peer mentors from the STEP program are students in their
FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 7

third and fourth year who participated in the program and they provide first and second year

students with social and academic support (Salem State University).

The Summer Bridge Academy serves as an alternative admissions program for high

school graduates (Salem State University). Summer Bridge Academy is designed to provide

students with the skills and resources necessary to succeed academically at Salem State

University (Salem State University). Students who are accepted and decide to participate in the

Summer Bridge Academy complete a six-week program where they complete college-level

courses aligned with developmental courses to help enhance their academic skills (Salem State

University).

Need for Assessment

Research has shown that there are barriers that first-generation students face that will

affect the possibilities of attaining a college degree (Petty, 2014). Petty (2014) stated first-

generation students tend to be older than traditional students, may be married or have children,

are employed full-time, are enrolled in college part-time and are less involved in college

activities. First-generation students also tend to come from low-income families (Petty, 2014).

Students who come from low-income families typically have to balance working and attending

school in order to help support themselves and sometimes their families (Petty, 2014). Petty

(2014) discusses extrinsic and intrinsic factors that motivate first-generation students to continue

their college education. The three needs were social, self-esteem and self-actualization (Petty,

2014).

Upward Bound is a TRIO program that offers students the opportunity to gain college

experience while they are still in high school to make the transition from high school to college

easier (Graham, 2011). Graham (2011) an African American first-generation student who
FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 8

participated in a TRIO program, discussed her experience in the program. LaKresha Graham was

not exposed to mentorship opportunities that would help her with college until she began to

participate in the Upward Bound College Prep Program (Graham, 2011).

Blackwell and Pinder (2014) compared why first-generation and third-generation college

students chose to attend college to understand what motivated students to pursue a college

education. Blackwell and Pinder (2014) found that first-generation students, unlike third-

generation students were motivated by their parents.

Olive (2008), conducted a study to identify the desire first-generation Hispanic students

who participated in academic support programs, had to attend college. Olive (2008) interviewed

three students who participated in the Student Support Services programs. She asked the students

to describe their personal desire to go to college (Olive, 2008). Olive (2008) found that first-

generation students from Hispanic backgrounds were motivated to go to college because they

desired financial stability for themselves and their families, as well as to make their parents

proud (Olive, 2008).

Stakeholders/Client

There are various departments at Salem State that would benefit from this assessment.

Using the results from the Mapworks survey, offices such as STEP, TRIO SSS and the Summer

Bridge Academy could gain a better understanding of how first-generation and first year students

are currently adjusting their first year of college. The First Year Experience (FYE) office can

also benefit from this assessment as they help first year students transition through their first year

of college. Faculty could also benefit from the data in this survey. Some questions on the survey

were related to basic and advanced academic behaviors such as their note taking and study skills.
FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 9

Using the Mapworks platform, faculty are able to see students’ individual responses, allowing

them to better understand how to meet the needs of students they work with.

Purpose

There are barriers that may interfere with first-generation students’ academic success

leading them not to complete college (Petty, 2014). The questions that framed this assessment

were the following: 1) What programs does Salem State University have in place to support first-

generation students? 2) How many first-year students participate in these programs? The purpose

of this assessment was to understand first-generation, first-year students’ experiences at Salem

State University and provide recommendations for current programs in place to better support

them in order to increase graduation rates among first-generation students.

Methodology

Data was collected from the Fall 2017 Mapworks survey. For this assessment, responses

by first-generation first year students were selected. To assess the experiences of first-generation

first year students, responses from first-generation first year students, first-generation first year

students who participated in student support programs and first year students who do not identify

as first-generation students were compared. A quantitative assessment was conducted using the

results of the results of the survey.

Sample

The survey was sent to 1,083 first year students. From the 1,083 first year students,

20.68% (n =224) were first-generation students, 5.35% (n = 58) were first-generation students

who participated in support programs and 31.94% (n = 346) were first year students who were

not first-generation students responded to the survey.

FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 10

Figure 1 below describes the demographics (racial/ethnic identity) of first-generation first year
students.
FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 11

Figure 2 below describes the demographics (gender identity) of first-generation first year
students.
FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 12

Figure 3 below describe the demographics (racial/ethnic identity) of first year students who do
not identify as first-generation students.
FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 13

Figure 4 below describes the demographics (gender identity) of first year students who do not
identify as first-generation students.

Data Collection

Access to the Mapworks platform was granted by the Associate Director of Retention.

Utilizing Mapworks, survey factor reports were generated specifically selecting first year

students, first-generation, groups (STEP, Summer Bridge Academy, Student Support Services)

and students who responded to the survey. A separate report was generated for first-generation

first year students who did not participate in the programs and another report was generated for

first year students who were not first-generation students.

Results

This section includes the survey results for first generation students and first-generation

students participating in student support programs in their first year at Salem State University.

This section will also include results for first year students who are not first-generation students.

The results in this section will be specific to the five survey factors previously outlined in the

results summary.
FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 14

Figure 6

COMMITMENT TO THE INSTITUTION

Not at all Moderately Extremely

76.30%
72.32%
67.24%

29.31%
25% 23.12%

2.67% 3.44%
0.57%

FIRST-GEN (N = 224) FIRST-GEN GROUPS (N = 58) NON FIRST-GEN (N= 346)

The questions related to commitment to the institution were:

 To what degree do you need to come back to this institution for the: Nest term?

 To what degree do you intend to come back to this institution for the: Next Year?

 To what degree are you committed to completing a: Degree, certificate, or licensure at

this institution?
FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 15

Figure 7

ACADEMIC SELF-EFFICACY
Not at all Moderately Extremely

70.90%

59% 59.14%

39.15% 39.93%

27.27%

1.88% 1.81% 0.91%

FIRST-GEN (N = 212) FIRST-GEN GROUPS (N = 55) NON FIRST-GEN (N= 328)

The questions related to academic self-efficacy were:

 To what degree are you certain that you can: Do well on all problems and tasks assigned

in your courses?

 To what degree are you certain that you can: Do well in your hardest courses?

 To what degree are you certain that you can: Persevere on class projects even when there

are challenges?
FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 16

Figure 8

ACADEMIC RESILIENCY
Not at all Moderately Extremely

63.07%
59.61% 59.25%

39.9% 40.74%
36.61%

0.48% 0.00% 0.30%

FIRST-GEN (N = 208) FIRST-GEN GROUPS (N = 54) NON FIRST-GEN (N= 325)

The questions related to academic resiliency were:

 To what extent do the following statements describe you: You do everything you can to

meet the academic goals you set at the beginning of the semester?

 To what extent do the following statements describe you: You are a hard worker in your

classes.

 To what extent do the following statements describe you: When you know a course is

going to be difficult, you put in extra effort.

 To what extent do the following statements describe you: When you get a poor grade,

you work harder in that course.

FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 17

Figure 9

FINANCIAL MEANS
Not at all Moderately Extremely

59.8% 59.64%
54.46%

40.00%

24.20%
21.05%
19.29%
15.98%

5.53%

FIRST-GEN (N = 219) FIRST-GEN GROUPS (N = 57) NON FIRST-GEN (N= 325)

The questions related to academic resiliency were:

 To what degree are you confident that you can pay for: Next term’s tuition and fees?

 To what degree are you confident that you can pay for: Next year’s tuition and fees?

 To what degree are you confident that you can pay for: Monthly living expenses (e.g.,

room, board, utilities, rent)?

FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 18

Figure 10

SOCIAL INTERGRATION
Not at all Moderately Extremely

52.07%
49.49%
47.05%

38.38% 37.25% 37.38%

15.68%
12.12%
10.54%

FIRST-GEN (N = 198) FIRST-GEN GROUPS (N = 51) NON FIRST-GEN (N= 313)

The questions related to social integration were:

 Overall, to what degree: Do you belong here?

 Overall, to what degree: Are you fitting in?

 Overall, to what degree: Are you satisfied with your social life on campus?

Implications

Research regarding first-generation students has stated that first-generation students most

stress because they cannot afford to attend or continue attending college. Most students that

responded to the survey expressed they were moderately concerned about paying for tuition and

fees. I had expected for students to express they were more “extremely” concerned regarding
FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 19

paying for college. A majority of the students also expressed high intentions of returning to

Salem State University for the Spring semester and following school year. Being that research

says that most first-generation students tend to leave the university due to financial concerns and

lack of sense of belonging, I was not expecting many students to want to return to the university.

Limitations/Future Assessment

Limitations

The first limitation was that not all first-year students responded to the survey. Many

students chose not to answer the survey at all and others chose not to answer specific questions.

Not answering certain questions may be because students are not comfortable with disclosing

that information or because other offices send surveys to assess their services as well, students

may be tired of taking surveys.

Another limitation is that the responses of first-generation students who participate in

programs such as TRIO SSS, STEP or Summer Bridge may have impacted the results of first-

generation students because first-year students in the programs are also included in that survey

report.

A third limitation was only using data from the Mapworks survey. Programs such as

STEP also create surveys to gain a better understanding of the services they are providing for

their students as well as their students experiences. Assessing surveys from each department may

present them with results which they can use to improve their programs if necessary or plan

different activities to help support their students.

Recommendations
FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 20

Students take the Mapworks survey each semester. To truly understand the experiences

of first-generation first year students, an assessment of the data from the Spring 2018 survey

should be conducted. Comparing results from both surveys may present departments such as

STEP, TRIO SSS and Summer Bridge Academy with a better understanding of what first-

generation students experience in the classroom as well as socially on campus.

Creating focus groups may provide the university with information that could help

develop services designed to support first-generation and first year students. Students would be

able to discuss their experiences while transitioning in their first year of college. Comparing the

experiences of first-generation first year students who participate in programs such as TRIO SSS,

STEP and Summer Bridge Academy, first-generation first year students who do not participate in

these programs and first year students who are not first-generation students would help identify

what the programs are doing that is effective and what the programs may need to implement in

order to better support their students.

FIRST-GENERATION FIRST YEAR COLLEGE STUDENTS 21

References

Blackwell, E., & Pinder, P. J. (2014). What Are the Motivational Factors of First-Generation

Minority College Students Who Overcome Their Family Histories to Pursue Higher

Education?. College Student Journal, 48(1), 45-56.

Graham, L. (2011). Learning a new world: Reflections on being a first-generation college student

and the influence of TRIO programs. New Directions For Teaching &

Learning, 2011(127), 33-38. doi:10.1002/tl.455

Olive, T. (2008). Desire for Higher Education in First-Generation Hispanic College Students

Enrolled in an Academic Support Program: A Phenomenological Analysis. Journal Of

Phenomenological Psychology, 39(1), 81-110.

Petty, T. (2014). Motivating First-Generation Students to Academic Success and College

Completion. College Student Journal, 48(2), 257-264.