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ERIC Number: ED420235
Record Type: Non-Journal
Publication Date: 1998-Jun
Pages: 95
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-16-049614-4
ISSN: N/A
First-Generation Students: Undergraduates Whose Parents Never Enrolled in Postsecondary Education. Statistical Analysis Report. Postsecondary Education Descriptive Analysis Reports.
Nunez, Anne-Marie; Cuccaro-Alamin, Stephanie
This report uses data from the 1989-90 Beginning Postsecondary Students Longitudinal Study and the 1993 Baccalaureate and Beyond Longitudinal Study to examine the postsecondary experiences and outcomes of first-generation students relative to their peers. After an overview of the demographic, aspirational, and enrollment characteristics of first-generation and non-first-generation students, the report compares the persistence and attainment rates of these groups; it also examines the labor market and further postsecondary outcomes of these students. The major findings are: (1) first-generation students were more likely to be older, have lower incomes, be married, and have dependents than non-first-generation peers; (2) first-generation students were more likely than their peers to enroll in postsecondary education part-time, and to attend public two-year institutions, for-profit institutions, or other less-than-four-year institutions; (3) first-generation students were equally as likely to take remedial classes as peers, though there were differences by sector on this measure; (4) first-generation students were more likely than peers to say that being very well off financially was very important to them; (5) first-generation students persisted in postsecondary education and attained credentials at lower rates than peers; and (6) overall, first-generation status had a negative effect on persistence and attainment. A glossary and technical notes are appended. (DB)
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: MPR Associates, Berkeley, CA.
Identifiers - Assessments and Surveys: Baccalaureate and Beyond Longitudinal Study (NCES); Beginning Postsecondary Students Longitudinal Study
IES Cited: ED506465