Apples to Apples? Exploring the Impact of Standard Variables of Influence on the Time-to-Graduation for First-Generation Students Compared to Their Traditional Peers

Background and Purpose: This study explored the differential impact of known factors of influence on first-generation students’ college completion compared to their continuing-generation peers. The current study builds upon previous research (Chen, 2005; Choy, 2001; Engle & Tinto, 2008; Warburton, Burgarin, & Nunez, 2001) by exploring the differential impact of background characteristics, level of collegiate involvement, level of time exerted on outside factors, and level of college satisfaction. Given the demonstrated influence of these factors on college completion and the disparate outcomes between first-generation students and their non-first-generation peers, investigation of the differential influence of these factors on first-generation college completion versus their non-first-generation peers is warranted. The research question guiding the current study is: To what extent do known factors of influence affect time-to-graduation rates for first-generation students as compared to their non-first-generation peers?

Methods: Data for the current investigation was obtained through the Office of Institutional Research at the participating university comprised of matching Beginning College Survey of Student Engagement (BCSSE), National Survey of Student Engagement (NSSE), grade point average (GPA), retention, and graduation student information. The sample consisted the fall 2012 cohort of entering freshmen who completed the fall 2012 BCSSE (N=1,416) and the corresponding spring 2013 administration of the NSSE (N=982) (the most recent data available to investigate six-year graduation rates). The dataset was reduced to only those respondents who completed both the fall 2012 BCSSE, spring 2013 NSSE and provided both parent’s level of education, N=401.

A series of Cox regressions (Allison, 2014; Hosmer, Lemeshow, & May, 2008) were used to investigate how time-to-graduation, background characteristics, level of involvement, and time exerted on outside factors influence bachelor’s degree attainment for first-generation college graduates compared to their non-first-generation peers.

Results: This study found that background characteristics, level of collegiate involvement, amount of time exerted on outside factors, and college satisfaction influenced the time-to-graduation differently for first-generation students compared to their non-first-generation peers. This study demonstrated that positive rather than negative influences presented themselves when time-to-completion was investigated by first-generation status. These factors included 1) grade point average, 2) students covering all or nearly all of their college expenses; 3) not attending public high school; 4) being uncertain in their intent to graduate from their enrolled institution (rather than knowing they do not plan to graduate from their enrolled institution); and 5) knowing their major prior to college enrollment.

Conclusions and Implications: Findings from this study demonstrate when investigating factors that influence first-generation students’ time-to-graduation, protective rather than risk factors were found, indicating that the variables commonly attributed to first-generation students as risk factors may simply be characteristics of first-generation students. Findings indicate both pre-college (major selection) and college (academic performance) interventions may benefit time-to-completion for first-generation students. Future studies could explore the impact of known factors of influence on first-generation college graduates compared to first-generation stop-outs. Better understanding various aspects of college retention and completion of first-generation college students is key to guiding appropriate interventions and increasing graduate rates for this population.