Meaning of college access and persistence for low-income, first-generation college students

Abstract

Scope and Method of Study: Higher education access and success for first-generation college students from low-income backgrounds is a critical issue for colleges and universities. First-generation, low-income college students face certain challenges related to financial resources, academic preparation, personal support, and knowledge of college processes. The purpose of this study was to examine whether a college access program at a community college mitigated institutional and environmental barriers that have historically impeded the academic success of first-generation college students from low-income backgrounds. The College Access Program (CAP) at Middle State Community College provides a free college education to all high school seniors who graduate with a 2.0 grade point average or higher and reside within a specific county. Using a case study methodology, 10 first-generation, low-income students participating in CAP were interviewed using Instant Messaging technology. Five of those students then participated in a follow-up, in-person interview. Vincent Tinto's(1993) Student Integration Theory was used as a conceptual framework and the four research questions were used to guide the study: (a) How do first-generation college students from low socioeconomic backgrounds describe their collegiate experience?; (b) How does CAP influence low-income-background-first-generation college students' understandings of the college experience?; (c) How does the theoretical work of Tinto on student retention inform the explanation of those experiences?; and (d)What other realities are revealed in this study? Additional methods of data collection included interviews with two key informants and a review of pertinent institutional documents such as program reports and assessment data.

Findings and Conclusions: Certain cultural-social barriers to success for first-generation, low-income college students were moderated through their participation in CAP. Based on organizational, theoretical, and substantive categories of analysis, three main findings emerged about these students. Self-determination was a major influence in choosing to attend college and in the ability to adjust. A sense of pride and belonging contributed to successful college integration. Working students continue to need to balance their work responsibilities with school. Higher education institutions must identify practices and develop programs like CAP to support these students, particularly at community colleges where these students enter in higher numbers.