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First-generation students' academic engagement and retention at a large, public research university
Teaching in Higher Education (2012)
  • Krista M. Soria
  • Michael J. Stebleton, University of Minnesota - Twin Cities
Abstract

This study investigates differences in academic engagement and retention between first-generation and non-first-generation undergraduate students. Utilizing the Student Experience in the Research University survey of 1,864 first-year students at a large, public research university located in the United States, this study finds that first-generation students have lower academic engagement (as measured by the frequency with which students interacted with faculty, contributed to class discussions, brought up ideas from different courses during class discussions, and asked insightful questions in class) and lower retention as compared to non-first-generation students. Recommendations that higher education faculty can follow to promote the academic engagement and retention of first-generation students are addressed.

Keywords
  • first-generation,
  • engagement,
  • retention,
  • student affairs
Publication Date
2012
Citation Information
Krista M. Soria and Michael J. Stebleton. "First-generation students' academic engagement and retention at a large, public research university" Teaching in Higher Education Vol. 17 Iss. 6 (2012)
Available at: http://works.bepress.com/krista_soria1/7/