Vol. V. Año 2020. Número 1, Enero-Marzo
1
A CAMPUS FOCUS ON FIRST-GENERATION COLLEGE EXPERIENCE
AUTHORS Monica Elva Vaca-Cardenas
1
Jana Fallin
2
Paula Connors
3
Whitney Jeter
4
DIRECCIÓN PARA CORRESPONDENCIA: mvaca@utm.edu.ec
Reception date:
17
-
11
-
2019
Acceptance date
20
-
01
-
2020
ABSTRACT
The purpose of this study was to find out first-generation faculty and staff at Kansas
State University to gain a better understanding of their unique challenges and needs
to better support current first-generation college students and faculty on their
academic pursuits. One hundred and nineteen current faculty, staff, and
administrators who considered themselves first-generation students were surveyed
through Qualtrics software. The data of this survey was analyzed by using the SPSS
software package. One of the most significant findings of this study was that
participants who were not involved in extracurricular activities viewed themselves as
less successful than those who did. From the significant results of this study, the
Teaching and Learning Center designed several faculty development opportunities
for faculty, graduate students, and staff on campus to discuss about the topic and
find ways on how to help first -generation students succeed.
KEYWORDS: First-Generation College Students; College Experience; First-
Generation needs.
INTRODUCTION
Ward, Siegel, & Davenport’s (2012) defined first-generation students as any
individuals who obtained at least a bachelor’s degree but whose parents did not
complete a bachelor’s degree. Currently over 6,000 1st Generation undergraduates
attend Kansas State University, representing 31% of the total undergraduate
population. Additionally, an amazing number of K-State faculty were also first-
generation college students.
1
College of Philosophy, Pedagogy of National and International Languages, Universidad Técnica de Manabí. Ecuador.
2
Teaching and Learning Center, Kansas State University, USA. E-mail: jfallin@ksu.edu
3
Teaching and Learning Center, Kansas State University, USA. E-mail: pconnors@ksu.edu
4
Teaching and Learning Center, Kansas State University, USA. E-mail: wjeter@ksu.edu
Monica Elva Vaca-Cardenas, Jana Fallin, Paula Connors, Whitney Jeter
2
Facultad de Filosofía, Letras y Ciencias de la Educación. Universidad Técnica de Manabí. ECUADOR.
Considering the large number of first-generation students, faculty, and staff at K-
State, the Teaching and Learning Center (TLC) of Kansas State University felt it
appropriate to conduct a survey directed at the K-State Faculty and Staff who self-
reported first-generation college students, in hopes that such a study would inform
about the unique challenges and needs that first generation students have, to better
support current first-generation students.
The purpose of this case study was to find out first-generation faculty and staff at
Kansas State University in an effort to gain a better understanding of their unique
challenges and needs to better support current first-generation college students and
faculty on their academic pursuits
DEVELOPMENT
According to Ward, Siegel, & Davenport (2012), first-generation students represent
between 22 % and 47 % of higher education enrolments and more than 4.5 million
first-generation students have enrolled in higher education institutions (Pryor et all,
2010). Additionally, according to Engle & Tinto, (2008) the number of first-
generation students on college campuses continues to increase. These statistics
suggest that universities could benefit from this study due to the high percentages
of first-generation college students are in need of attention.
Some of the commonalities associated with first-generation college students include
the following: first-generation college students often come from minority
backgrounds, they frequently have disabilities, and they are usually older (Bui,
2002). Many of them have a low-income status, defined by Engle & Tinto (2008) as a
combined household income under $25,000 per year. First-generation college
students tend to leave higher education after the first year (Engle & Tinto, 2008);
they often rate themselves low on academic proficiency scales (Gibbons, Borders,
Wiles, Stephan, & Davis, 2006); they face more challenges than the average college
student (Gibbons & Borders, 2010); and they have less experience with math and
science (Horn & Nunez, 2000) than their peers. Understandably, it is difficult to
retain first-generation students until graduation (Engle & Tinto, 2008; Pascarella,
Pierson, Wolniak, & Terenzini, 2004).
Because of the fact that first-generation students are the first one in the family to
pursue a 4-year degree, they often confront many challenges and barriers.
According to Harvey & Housel (2011), & Hsiao (1992), their challenges and barriers
are related mainly to family issues; as well as to cultural, social, and academic
transitions. First-generation college students are a group identified for struggling
with two important issues: college attendance and retention (Ishitani, 2003). In
addition, in a study by Barry, Hudley, Kelly, and Cho (2009) it was determined that
this group of students experienced higher levels of stress; nevertheless, they are less
likely than their peers to discuss their feelings about it.
In addition to all the struggles and barriers first-generation college students must
face when starting college, they also face more needs than their peers. For instance,
first-generation college students are more likely to need remedial course work and
Revista Cognosis. Revista de Filosofía, Letras y Ciencias de la Educación ISSN 2588-0578
A CAMPUS FOCUS ON FIRST-GENERATION COLLEGE EXPERIENCE
Vol. V. Año 2020. Número 1, Enero-Marzo
3
attend college part time (Warburton, Bugarin, Nunez, & Carroll, 2001). In general,
according to Lippincott & German (2007) first-generation students require exclusive
counselling needs related to academic functioning, adjustment to college life, and
family-of-origin issues. Consequently, first-generation students need support and
assistance not only academically and economically, but psychologically and
culturally too.
Methodology
This is a quantitative case study, where a survey was conducted. In order to identify
the faculty and staff at KSU who were first-generation college students, the Teaching
and Learning Center sent out emails to locate them on campus through the list-
serve system. After that, the Center invited the ones who identified themselves as
first-generation college students to participate in a survey. For the purpose of this
study and drawing on Ward et al.’s (2012) precedent, this study defined first-
generation college students based on the following criteria: (a) Parents attended
college but did not complete their degree, and (b) Parents did not attend college at
all.
For this case study, the researches applied a 15 to 20-minute survey with mainly
closed -ended questions. For the purpose of this quantitative article only closed-
ended questions were analyzed. The application of the survey was facilitated through
Qualtrics Online Survey Software (2014). It was organized by the following
variables: 1. Motivation to pursue college study, 2. Funding for college study, 3.
Challenges and barriers during college study, 4. Acclimating to college life, 5. The
college experience and 6. Demographic information
One hundred and nineteen current faculty, staff and administrators who identified
themselves as first-generation college students voluntarily participated in this
survey; including 27.1% professors, 25.7% associate professors, 21.4 assistant
professors, 17.1% Instructors and 8.6% other rank. However, four participants
were eliminated from the analyses because they were non-first-generation by the
established criteria. Thus, one hundred and fifteen participants were the valid
sample of this study. The researchers offered confidentiality and anonymity to the
participants.
Findings
Interestingly, the majority of the participants, with a 77%, had parents who did not
attend college (Table 1). Table 2 shows that there were more female participants
than male participants. The average age of participants in this study was 50 (Table
3) who are mostly Caucasian with an 83% (Table 4). 57.9% have a Doctoral degree
as their highest level of education (Table 5), and 33% of them have worked at K-
State for 1- 5 years (Table65). From these results we can infer that the majority of
first-generation students on this study not only succeed in their studies but they
also acquired the highest academic degree which is a PhD. This results goes against
the tendency stated by Engle & Tinto (2008), that first-generation students leave
higher education after the first year.
Monica Elva Vaca-Cardenas, Jana Fallin, Paula Connors, Whitney Jeter
4
Facultad de Filosofía, Letras y Ciencias de la Educación. Universidad Técnica de Manabí. ECUADOR.
Table 1. Of the choices below, please indicate which one best describes you.
Percent
Valid
Percent
Cumulative
Percent
Parents attended college, but did
not complete their degree
22.6
22.6
22.6
Parents did not attend college at all
77.4
77.4
100.0
Valid
Total
100.0
100.0
Table 2. What is your gender?
Percent
Valid Percent
Cumulative Percent
Male
43.5
43.9
43.9
Female
55.7
56.1
100.0
Valid
Total
99.1
100.0
Missing
System
.9
Total
100.0
Table 3. What is your age?
Valid
111
N
Missing
4
Mean
49.95
Std. Deviation
12.502
Table 4. What is your ethnicity?
Table 5. What is your highest level of education?
Percent
Valid Percent
Cumulative Percent
Bachelor's degree
13.9
14.0
14.0
Master's degree
27.8
28.1
42.1
Doctorate degree
57.4
57.9
100.0
Valid
Total
99.1
100.0
Missing
System
.9
Total
100.0
Percent
Valid Percent
Cumulative Percent
African-American/Black
4.3
4.4
4.4
Caucasian/White
82.6
83.3
87.7
Hispanic/Latino(a)
7.0
7.0
94.7
Asian-American
.9
.9
95.6
Native-American
2.6
2.6
98.2
Other (Please specify)
1.7
1.8
100.0
Valid
Total
99.1
100.0
Missing
System
.9
Total
100.0
Revista Cognosis. Revista de Filosofía, Letras y Ciencias de la Educación ISSN 2588-0578
A CAMPUS FOCUS ON FIRST-GENERATION COLLEGE EXPERIENCE
Vol. V. Año 2020. Número 1, Enero-Marzo
5
Table 6. How many years have you worked at K-State?
Percent
Valid Percent
Cumulative Percent
1-5
33.0
33.6
33.6
6-10
13.9
14.2
47.8
11-15
15.7
15.9
63.7
16-20
7.0
7.1
70.8
21-25
6.1
6.2
77.0
More than 25
22.6
23.0
100.0
Valid
Total
98.3
100.0
Missing
System
1.7
Total
100.0
Unexpectedly, those who had at least one person to help them acclimate to college-
life felt less confident in study and test taking skills compared to those who had no
one help them acclimate to college life (Table 7 & 8).
Table 7. Group Statistics
Who helped acclimate to
college
N
Mean
Std.
Deviation
Std. Error
Mean
Somone
82
2.9268
1.31262
.14495
Study_Skills_REC
No one
32
3.5313
1.31944
.23325
Somone
81
2.8395
1.33657
.14851
Testing_Skills_REC
No one
32
3.5938
1.36451
.24121
Table 8. Independent Samples Test
Levene's
Test for
Equality
of
Varianc
es
t-test for Equality of Means
95%
Confidence
Interval of the
Difference
F
Sig.
t
df
Sig.
(2-
taile
d)
Mean
Differen
ce
Std.
Error
Differen
ce
Lower
Uppe
r
Equal
variances
assumed
.01
3
.91
0
-
2.20
6
112
.029
-.60442
.27399
-
1.1473
0
-
.0615
4
Study_Skills_
REC
Equal
variances
not
assumed
-
2.20
1
56.35
3
.032
-.60442
.27462
-
1.1544
7
-
.0543
7
Equal
variances
assumed
.40
1
.52
8
-
2.68
7
111
.008
-.75424
.28071
-
1.3104
9
-
.1979
9
Testing_Skills
_REC
Equal
-
55.84
.010
-.75424
.28326
-
-
Monica Elva Vaca-Cardenas, Jana Fallin, Paula Connors, Whitney Jeter
6
Facultad de Filosofía, Letras y Ciencias de la Educación. Universidad Técnica de Manabí. ECUADOR.
variances
not
assumed
2.66
3
6
1.3217
3
.1867
6
In spite of the fact that first-3generation students face more challenges than the
average college student (Gibbons & Borders, 2010), the result suggests that the
participants of this study, who did not have at least one person to help them
acclimate to college-life felt more confident.
Participants indicated that the “library” was a service that helped them when they
were studying at college. However, participants who took advantage of a
combination of resources such as library, advising center, and tutoring center felt
more confident about their study and test taking skills compared to participants
who just took advantage of library resources (See table 9, 10, and 11).
Table 9. Descriptives of Services and Resources
95%
Confidence
Interval for
Mean
N
Mea
n
Std.
Deviatio
n
Std.
Erro
r
Lower
Boun
d
Upper
Boun
d
Minimu
m
Maximu
m
.00
17
3.00
1.275
.309
2.34
3.66
2
5
Tutoring
4
3.00
1.826
.913
.09
5.91
1
5
Student Services
4
2.50
1.291
.645
.45
4.55
1
4
Advising
13
2.62
1.325
.368
1.81
3.42
1
5
Library
26
2.31
1.087
.213
1.87
2.75
1
5
Other
9
2.89
1.537
.512
1.71
4.07
1
5
Combination/Mor
e than 1
41
3.37
1.337
.209
2.94
3.79
1
5
Study
skills
Total
11
4
2.90
1.337
.125
2.66
3.15
1
5
.00
17
2.76
1.251
.304
2.12
3.41
2
5
Tutoring
4
3.50
1.915
.957
.45
6.55
1
5
Student Services
4
2.75
1.500
.750
.36
5.14
1
4
Advising
12
2.67
1.497
.432
1.72
3.62
1
5
Library
26
2.31
1.087
.213
1.87
2.75
1
5
Other
9
2.56
1.424
.475
1.46
3.65
1
5
Combination/Mor
e than 1
41
3.56
1.324
.207
3.14
3.98
1
5
Test
takin
g
skills
Total
11
3
2.95
1.381
.130
2.69
3.20
1
5
Revista Cognosis. Revista de Filosofía, Letras y Ciencias de la Educación ISSN 2588-0578
A CAMPUS FOCUS ON FIRST-GENERATION COLLEGE EXPERIENCE
Vol. V. Año 2020. Número 1, Enero-Marzo
7
Table 10. ANOVA - Services and Resources
Sum of Squares
df
Mean Square
F
Sig.
Between Groups
19.922
6
3.320
1.952
.079
Within Groups
182.016
107
1.701
Study skills
Total
201.939
113
Between Groups
30.348
6
5.058
2.924
.011
Within Groups
183.334
106
1.730
Test taking skills
Total
213.681
112
Table 11. Multiple Comparisons - Services and Resources
Bonferroni
95%
Confidence
Interval
Dependen
t Variable
(I)
Programs_helped
(J)
Programs_helped
Mean
Differenc
e (I-J)
Std.
Erro
r
Sig.
Lower
Boun
d
Upper
Boun
d
Tutoring
.000
.725
1.00
0
-2.26
2.26
Student Services
.500
.725
1.00
0
-1.76
2.76
Advising
.385
.481
1.00
0
-1.11
1.88
Library
.692
.407
1.00
0
-.57
1.96
Other
.111
.538
1.00
0
-1.56
1.78
.00
Combination/Mor
e than 1
-.366
.376
1.00
0
-1.54
.81
.00
.000
.725
1.00
0
-2.26
2.26
Student Services
.500
.922
1.00
0
-2.37
3.37
Advising
.385
.746
1.00
0
-1.94
2.71
Library
.692
.700
1.00
0
-1.49
2.87
Other
.111
.784
1.00
0
-2.33
2.55
Tutoring
Combination/Mor
e than 1
-.366
.683
1.00
0
-2.49
1.76
.00
-.500
.725
1.00
0
-2.76
1.76
Tutoring
-.500
.922
1.00
0
-3.37
2.37
Study
skills
Student Services
Advising
-.115
.746
1.00
-2.44
2.21
Monica Elva Vaca-Cardenas, Jana Fallin, Paula Connors, Whitney Jeter
8
Facultad de Filosofía, Letras y Ciencias de la Educación. Universidad Técnica de Manabí. ECUADOR.
0
Library
.192
.700
1.00
0
-1.99
2.37
Other
-.389
.784
1.00
0
-2.83
2.05
Combination/Mor
e than 1
-.866
.683
1.00
0
-2.99
1.26
.00
-.385
.481
1.00
0
-1.88
1.11
Tutoring
-.385
.746
1.00
0
-2.71
1.94
Student Services
.115
.746
1.00
0
-2.21
2.44
Library
.308
.443
1.00
0
-1.07
1.69
Other
-.274
.566
1.00
0
-2.03
1.49
Advising
Combination/Mor
e than 1
-.750
.415
1.00
0
-2.04
.54
.00
-.692
.407
1.00
0
-1.96
.57
Tutoring
-.692
.700
1.00
0
-2.87
1.49
Student Services
-.192
.700
1.00
0
-2.37
1.99
Advising
-.308
.443
1.00
0
-1.69
1.07
Other
-.581
.504
1.00
0
-2.15
.99
Library
Combination/Mor
e than 1
-1.058
*
.327
.034
-2.08
-.04
.00
-.111
.538
1.00
0
-1.78
1.56
Tutoring
-.111
.784
1.00
0
-2.55
2.33
Student Services
.389
.784
1.00
0
-2.05
2.83
Advising
.274
.566
1.00
0
-1.49
2.03
Library
.581
.504
1.00
0
-.99
2.15
Other
Combination/Mor
e than 1
-.477
.480
1.00
0
-1.97
1.02
.00
.366
.376
1.00
0
-.81
1.54
Combination/Mor
e than 1
Tutoring
.366
.683
1.00
0
-1.76
2.49
Revista Cognosis. Revista de Filosofía, Letras y Ciencias de la Educación ISSN 2588-0578
A CAMPUS FOCUS ON FIRST-GENERATION COLLEGE EXPERIENCE
Vol. V. Año 2020. Número 1, Enero-Marzo
9
Student Services
.866
.683
1.00
0
-1.26
2.99
Advising
.750
.415
1.00
0
-.54
2.04
Library
1.058
*
.327
.034
.04
2.08
Other
.477
.480
1.00
0
-1.02
1.97
Tutoring
-.735
.731
1.00
0
-3.01
1.54
Student Services
.015
.731
1.00
0
-2.26
2.29
Advising
.098
.496
1.00
0
-1.45
1.64
Library
.457
.410
1.00
0
-.82
1.73
Other
.209
.542
1.00
0
-1.48
1.90
.00
Combination/Mor
e than 1
-.796
.379
.802
-1.98
.38
.00
.735
.731
1.00
0
-1.54
3.01
Student Services
.750
.930
1.00
0
-2.14
3.64
Advising
.833
.759
1.00
0
-1.53
3.20
Library
1.192
.706
1.00
0
-1.01
3.39
Other
.944
.790
1.00
0
-1.52
3.40
Tutoring
Combination/Mor
e than 1
-.061
.689
1.00
0
-2.21
2.08
.00
-.015
.731
1.00
0
-2.29
2.26
Tutoring
-.750
.930
1.00
0
-3.64
2.14
Advising
.083
.759
1.00
0
-2.28
2.45
Library
.442
.706
1.00
0
-1.76
2.64
Other
.194
.790
1.00
0
-2.27
2.65
Student Services
Combination/Mor
e than 1
-.811
.689
1.00
0
-2.96
1.33
.00
-.098
.496
1.00
0
-1.64
1.45
Test
taking
skills
Advising
Tutoring
-.833
.759
1.00
0
-3.20
1.53
Monica Elva Vaca-Cardenas, Jana Fallin, Paula Connors, Whitney Jeter
10
Facultad de Filosofía, Letras y Ciencias de la Educación. Universidad Técnica de Manabí. ECUADOR.
Student Services
-.083
.759
1.00
0
-2.45
2.28
Library
.359
.459
1.00
0
-1.07
1.79
Other
.111
.580
1.00
0
-1.69
1.92
Combination/Mor
e than 1
-.894
.432
.855
-2.24
.45
.00
-.457
.410
1.00
0
-1.73
.82
Tutoring
-1.192
.706
1.00
0
-3.39
1.01
Student Services
-.442
.706
1.00
0
-2.64
1.76
Advising
-.359
.459
1.00
0
-1.79
1.07
Other
-.248
.509
1.00
0
-1.83
1.34
Library
Combination/Mor
e than 1
-1.253
*
.330
.005
-2.28
-.23
.00
-.209
.542
1.00
0
-1.90
1.48
Tutoring
-.944
.790
1.00
0
-3.40
1.52
Student Services
-.194
.790
1.00
0
-2.65
2.27
Advising
-.111
.580
1.00
0
-1.92
1.69
Library
.248
.509
1.00
0
-1.34
1.83
Other
Combination/Mor
e than 1
-1.005
.484
.845
-2.51
.50
.00
.796
.379
.802
-.38
1.98
Tutoring
.061
.689
1.00
0
-2.08
2.21
Student Services
.811
.689
1.00
0
-1.33
2.96
Advising
.894
.432
.855
-.45
2.24
Library
1.253
*
.330
.005
.23
2.28
Combination/Mor
e than 1
Other
1.005
.484
.845
-.50
2.51
*. The mean difference is significant at the 0.05 level.
Participants who did not get involved with anything felt less personal growth than
those involved in 2 clubs or organizations and 4 clubs or organizations. (See tables
12, 13, & 14). Additionally, participants who did not get involved with anything felt
less supported by classmates than those involved in 1 club or organization. (See
tables 12, 13, & 14).
Revista Cognosis. Revista de Filosofía, Letras y Ciencias de la Educación ISSN 2588-0578
A CAMPUS FOCUS ON FIRST-GENERATION COLLEGE EXPERIENCE
Vol. V. Año 2020. Número 1, Enero-Marzo
11
Table 12. Descriptives - Personal Growth – Supported by classmates
95%
Confidence
Interval for
Mean
N
Mean
Std.
Deviation
Std.
Error
Lower
Bound
Upper
Bound
Minimum
Maximum
None
19
2.58
1.071
.246
2.06
3.09
1
5
1 club/org
32
1.91
.928
.164
1.57
2.24
1
4
2
clubs/org
32
1.44
.669
.118
1.20
1.68
1
4
3
clubs/orgs
19
1.89
1.150
.264
1.34
2.45
1
5
4
clubs/orgs
10
1.50
.707
.224
.99
2.01
1
3
5 or more
clubs/orgs
2
1.00
.000
.000
1.00
1.00
1
1
I felt my
personal
growth was
encouraged
while
attending
college
Total
114
1.83
.977
.091
1.65
2.01
1
5
None
19
3.11
.875
.201
2.68
3.53
1
5
1 club/org
32
2.28
.851
.150
1.97
2.59
1
5
2
clubs/org
32
1.97
.822
.145
1.67
2.27
1
4
3
clubs/orgs
19
2.47
.905
.208
2.04
2.91
1
5
4
clubs/orgs
10
2.20
.789
.249
1.64
2.76
1
3
5 or more
clubs/orgs
2
1.00
.000
.000
1.00
1.00
1
1
I felt
supported
by my
classmates
Total
114
2.33
.928
.087
2.16
2.51
1
5
Table 13. ANOVA - Personal Growth – Supported by classmates
Sum of
Squares
df
Mean
Square
F
Sig.
Between
Groups
18.319
5
3.664
4.420
.001
Within
Groups
89.515
108
.829
I felt my personal growth was
encouraged while attending college
Total
107.833
113
Between
Groups
19.770
5
3.954
5.505
.000
Within
Groups
77.564
108
.718
I felt supported by my classmates
Total
97.333
113
Monica Elva Vaca-Cardenas, Jana Fallin, Paula Connors, Whitney Jeter
12
Facultad de Filosofía, Letras y Ciencias de la Educación. Universidad Técnica de Manabí. ECUADOR.
Table 14. Multiple Comparisons - Personal Growth – Supported by classmates
Bonferroni
95% Confidence
Interval
Dependent Variable
(I)
Involvement
(J)
Involvement
Mean
Difference
(I-J)
Std.
Error
Sig.
Lower
Bound
Upper
Bound
1 club/org
.673
.264
.182
-.12
1.46
2 clubs/org
1.141
*
.264
.001
.35
1.93
3 clubs/orgs
.684
.295
.336
-.20
1.57
4 clubs/orgs
1.079
*
.356
.045
.01
2.15
None
5 or more
clubs/orgs
1.579
.677
.323
-.45
3.61
None
-.673
.264
.182
-1.46
.12
2 clubs/org
.469
.228
.628
-.21
1.15
3 clubs/orgs
.012
.264
1.000
-.78
.80
4 clubs/orgs
.406
.330
1.000
-.58
1.40
1 club/org
5 or more
clubs/orgs
.906
.664
1.000
-1.09
2.90
None
-1.141
*
.264
.001
-1.93
-.35
1 club/org
-.469
.228
.628
-1.15
.21
3 clubs/orgs
-.457
.264
1.000
-1.25
.33
4 clubs/orgs
-.063
.330
1.000
-1.05
.93
2 clubs/org
5 or more
clubs/orgs
.438
.664
1.000
-1.55
2.43
None
-.684
.295
.336
-1.57
.20
1 club/org
-.012
.264
1.000
-.80
.78
2 clubs/org
.457
.264
1.000
-.33
1.25
4 clubs/orgs
.395
.356
1.000
-.67
1.46
3 clubs/orgs
5 or more
clubs/orgs
.895
.677
1.000
-1.14
2.93
None
-1.079
*
.356
.045
-2.15
-.01
1 club/org
-.406
.330
1.000
-1.40
.58
2 clubs/org
.063
.330
1.000
-.93
1.05
3 clubs/orgs
-.395
.356
1.000
-1.46
.67
4 clubs/orgs
5 or more
clubs/orgs
.500
.705
1.000
-1.62
2.62
None
-1.579
.677
.323
-3.61
.45
1 club/org
-.906
.664
1.000
-2.90
1.09
2 clubs/org
-.438
.664
1.000
-2.43
1.55
3 clubs/orgs
-.895
.677
1.000
-2.93
1.14
I felt my personal
growth was
encouraged while
attending college
5 or more
clubs/orgs
4 clubs/orgs
-.500
.705
1.000
-2.62
1.62
1 club/org
.824
*
.245
.016
.09
1.56
2 clubs/org
1.137
*
.245
.000
.40
1.87
3 clubs/orgs
.632
.275
.353
-.19
1.46
4 clubs/orgs
.905
.331
.110
-.09
1.90
None
5 or more
clubs/orgs
2.105
*
.630
.017
.21
4.00
None
-.824
*
.245
.016
-1.56
-.09
2 clubs/org
.313
.212
1.000
-.32
.95
3 clubs/orgs
-.192
.245
1.000
-.93
.54
I felt supported by my
classmates
1 club/org
4 clubs/orgs
.081
.307
1.000
-.84
1.00
Revista Cognosis. Revista de Filosofía, Letras y Ciencias de la Educación ISSN 2588-0578
A CAMPUS FOCUS ON FIRST-GENERATION COLLEGE EXPERIENCE
Vol. V. Año 2020. Número 1, Enero-Marzo
13
5 or more
clubs/orgs
1.281
.618
.606
-.57
3.14
None
-1.137
*
.245
.000
-1.87
-.40
1 club/org
-.313
.212
1.000
-.95
.32
3 clubs/orgs
-.505
.245
.631
-1.24
.23
4 clubs/orgs
-.231
.307
1.000
-1.15
.69
2 clubs/org
5 or more
clubs/orgs
.969
.618
1.000
-.89
2.82
None
-.632
.275
.353
-1.46
.19
1 club/org
.192
.245
1.000
-.54
.93
2 clubs/org
.505
.245
.631
-.23
1.24
4 clubs/orgs
.274
.331
1.000
-.72
1.27
3 clubs/orgs
5 or more
clubs/orgs
1.474
.630
.317
-.42
3.36
None
-.905
.331
.110
-1.90
.09
1 club/org
-.081
.307
1.000
-1.00
.84
2 clubs/org
.231
.307
1.000
-.69
1.15
3 clubs/orgs
-.274
.331
1.000
-1.27
.72
4 clubs/orgs
5 or more
clubs/orgs
1.200
.656
1.000
-.77
3.17
None
-2.105
*
.630
.017
-4.00
-.21
1 club/org
-1.281
.618
.606
-3.14
.57
2 clubs/org
-.969
.618
1.000
-2.82
.89
3 clubs/orgs
-1.474
.630
.317
-3.36
.42
5 or more
clubs/orgs
4 clubs/orgs
-1.200
.656
1.000
-3.17
.77
*. The mean difference is significant at the 0.05 level.
Results also show that, participants who did not get involved with anything felt less
welcomed than those involved in 2 clubs or organizations (See tables 15, 16, & 17).
As well, participants who did not get involved with anything felt people took less
interest in them than those involved in 2 clubs or organizations (See tables 15, 16, &
17). Finally, participants who did not get involved with anything viewed themselves
as less successful than those involved in 1 and 2 clubs or organizations (See tables
15, 16, & 17).
Table 15. Descriptives - Feeling welcomed - People taking an interest - Viewing self as a successful student
95%
Confidence
Interval for
Mean
N
Mean
Std.
Deviation
Std.
Error
Lower
Bound
Upper
Bound
Minimum
Maximum
None
19
2.53
.964
.221
2.06
2.99
1
4
1 club/org
32
2.03
.595
.105
1.82
2.25
1
3
2
clubs/org
32
1.84
.808
.143
1.55
2.13
1
3
3
clubs/orgs
19
2.21
.713
.164
1.87
2.55
1
3
I felt
welcomed
at college
4
clubs/orgs
10
2.00
.816
.258
1.42
2.58
1
3
Monica Elva Vaca-Cardenas, Jana Fallin, Paula Connors, Whitney Jeter
14
Facultad de Filosofía, Letras y Ciencias de la Educación. Universidad Técnica de Manabí. ECUADOR.
5 or more
clubs/orgs
2
1.50
.707
.500
-4.85
7.85
1
2
Total
114
2.08
.789
.074
1.93
2.23
1
4
None
19
2.89
.875
.201
2.47
3.32
1
4
1 club/org
32
2.16
.920
.163
1.82
2.49
1
4
2
clubs/org
30
1.70
.837
.153
1.39
2.01
1
4
3
clubs/orgs
19
2.26
.991
.227
1.79
2.74
1
5
4
clubs/orgs
10
2.00
1.054
.333
1.25
2.75
1
4
5 or more
clubs/orgs
2
1.00
.000
.000
1.00
1.00
1
1
I felt people
took an
interest in
me during
my college
experience
Total
112
2.14
.985
.093
1.96
2.33
1
5
None
19
2.47
.964
.221
2.01
2.94
1
4
1 club/org
32
1.63
.793
.140
1.34
1.91
1
4
2
clubs/org
32
1.59
.615
.109
1.37
1.82
1
3
3
clubs/orgs
19
1.74
1.098
.252
1.21
2.27
1
4
4
clubs/orgs
10
1.60
.516
.163
1.23
1.97
1
2
5 or more
clubs/orgs
2
1.00
.000
.000
1.00
1.00
1
1
I viewed
myself as a
successful
student
Total
114
1.76
.865
.081
1.60
1.92
1
4
Table 16. ANOVA Table 15. Descriptives - Feeling welcomed - People taking an interest - Viewing self as a successful
student.
Sum of
Squares
df
Mean
Square
F
Sig.
Between
Groups
6.707
5
1.341
2.279
.052
Within
Groups
63.582
108
.589
I felt welcomed at college
Total
70.289
113
Between
Groups
19.722
5
3.944
4.752
.001
Within
Groups
87.992
106
.830
I felt people took an interest in me
during my college experience
Total
107.714
111
Between
Groups
12.565
5
2.513
3.768
.003
Within
Groups
72.040
108
.667
I viewed myself as a successful
student
Total
84.605
113
Revista Cognosis. Revista de Filosofía, Letras y Ciencias de la Educación ISSN 2588-0578
A CAMPUS FOCUS ON FIRST-GENERATION COLLEGE EXPERIENCE
Vol. V. Año 2020. Número 1, Enero-Marzo
15
Table 17. Multiple Comparisons - Table 15. Descriptives - Feeling welcomed - People taking an
interest - Viewing self as a successful student.
Bonferroni
95%
Confidence
Interval
Dependent Variable
(I)
Involvement
(J)
Involvement
Mean
Difference
(I-J)
Std.
Error
Sig.
Lower Bound
1 club/org
.495
.222
.420
-.17
2 clubs/org
.683
*
.222
.040
.02
3 clubs/orgs
.316
.249
1.000
-.43
4 clubs/orgs
.526
.300
1.000
-.37
None
5 or more
clubs/orgs
1.026
.570
1.000
-.69
None
-.495
.222
.420
-1.16
2 clubs/org
.188
.192
1.000
-.39
3 clubs/orgs
-.179
.222
1.000
-.85
4 clubs/orgs
.031
.278
1.000
-.80
1 club/org
5 or more
clubs/orgs
.531
.559
1.000
-1.15
None
-.683
*
.222
.040
-1.35
1 club/org
-.188
.192
1.000
-.76
3 clubs/orgs
-.367
.222
1.000
-1.03
4 clubs/orgs
-.156
.278
1.000
-.99
2 clubs/org
5 or more
clubs/orgs
.344
.559
1.000
-1.34
None
-.316
.249
1.000
-1.06
1 club/org
.179
.222
1.000
-.49
2 clubs/org
.367
.222
1.000
-.30
4 clubs/orgs
.211
.300
1.000
-.69
3 clubs/orgs
5 or more
clubs/orgs
.711
.570
1.000
-1.00
None
-.526
.300
1.000
-1.43
1 club/org
-.031
.278
1.000
-.87
2 clubs/org
.156
.278
1.000
-.68
3 clubs/orgs
-.211
.300
1.000
-1.11
4 clubs/orgs
5 or more
clubs/orgs
.500
.594
1.000
-1.28
None
-1.026
.570
1.000
-2.74
1 club/org
-.531
.559
1.000
-2.21
2 clubs/org
-.344
.559
1.000
-2.02
3 clubs/orgs
-.711
.570
1.000
-2.42
I felt welcomed at
college
5 or more
clubs/orgs
4 clubs/orgs
-.500
.594
1.000
-2.28
1 club/org
.738
.264
.091
-.05
2 clubs/org
1.195
*
.267
.000
.39
3 clubs/orgs
.632
.296
.524
-.26
4 clubs/orgs
.895
.356
.202
-.17
None
5 or more
clubs/orgs
1.895
.677
.092
-.14
None
-.738
.264
.091
-1.53
I felt people took an
interest in me during
my college experience
1 club/org
2 clubs/org
.456
.232
.771
-.24
Monica Elva Vaca-Cardenas, Jana Fallin, Paula Connors, Whitney Jeter
16
Facultad de Filosofía, Letras y Ciencias de la Educación. Universidad Técnica de Manabí. ECUADOR.
3 clubs/orgs
-.107
.264
1.000
-.90
4 clubs/orgs
.156
.330
1.000
-.84
5 or more
clubs/orgs
1.156
.664
1.000
-.84
None
-1.195
*
.267
.000
-2.00
1 club/org
-.456
.232
.771
-1.15
3 clubs/orgs
-.563
.267
.561
-1.37
4 clubs/orgs
-.300
.333
1.000
-1.30
2 clubs/org
5 or more
clubs/orgs
.700
.665
1.000
-1.30
None
-.632
.296
.524
-1.52
1 club/org
.107
.264
1.000
-.69
2 clubs/org
.563
.267
.561
-.24
4 clubs/orgs
.263
.356
1.000
-.81
3 clubs/orgs
5 or more
clubs/orgs
1.263
.677
.974
-.77
None
-.895
.356
.202
-1.96
1 club/org
-.156
.330
1.000
-1.15
2 clubs/org
.300
.333
1.000
-.70
3 clubs/orgs
-.263
.356
1.000
-1.33
4 clubs/orgs
5 or more
clubs/orgs
1.000
.706
1.000
-1.12
None
-1.895
.677
.092
-3.93
1 club/org
-1.156
.664
1.000
-3.15
2 clubs/org
-.700
.665
1.000
-2.70
3 clubs/orgs
-1.263
.677
.974
-3.30
5 or more
clubs/orgs
4 clubs/orgs
-1.000
.706
1.000
-3.12
1 club/org
.849
*
.237
.008
.14
2 clubs/org
.880
*
.237
.005
.17
3 clubs/orgs
.737
.265
.096
-.06
4 clubs/orgs
.874
.319
.108
-.08
None
5 or more
clubs/orgs
1.474
.607
.253
-.35
None
-.849
*
.237
.008
-1.56
2 clubs/org
.031
.204
1.000
-.58
3 clubs/orgs
-.112
.237
1.000
-.82
4 clubs/orgs
.025
.296
1.000
-.86
1 club/org
5 or more
clubs/orgs
.625
.595
1.000
-1.16
None
-.880
*
.237
.005
-1.59
1 club/org
-.031
.204
1.000
-.64
3 clubs/orgs
-.143
.237
1.000
-.85
4 clubs/orgs
-.006
.296
1.000
-.89
2 clubs/org
5 or more
clubs/orgs
.594
.595
1.000
-1.19
None
-.737
.265
.096
-1.53
1 club/org
.112
.237
1.000
-.60
2 clubs/org
.143
.237
1.000
-.57
4 clubs/orgs
.137
.319
1.000
-.82
I viewed myself as a
successful student
3 clubs/orgs
5 or more
clubs/orgs
.737
.607
1.000
-1.09
Revista Cognosis. Revista de Filosofía, Letras y Ciencias de la Educación ISSN 2588-0578
A CAMPUS FOCUS ON FIRST-GENERATION COLLEGE EXPERIENCE
Vol. V. Año 2020. Número 1, Enero-Marzo
17
None
-.874
.319
.108
-1.83
1 club/org
-.025
.296
1.000
-.91
2 clubs/org
.006
.296
1.000
-.88
3 clubs/orgs
-.137
.319
1.000
-1.09
4 clubs/orgs
5 or more
clubs/orgs
.600
.633
1.000
-1.30
None
-1.474
.607
.253
-3.30
1 club/org
-.625
.595
1.000
-2.41
2 clubs/org
-.594
.595
1.000
-2.38
3 clubs/orgs
-.737
.607
1.000
-2.56
5 or more
clubs/orgs
4 clubs/orgs
-.600
.633
1.000
-2.50
*. The mean difference is significant at the 0.05 level.
According to Lippincott & German (2007) first-generation students require exclusive
counseling needs related to academic functioning, adjustment to college life, and
family issues. The results indicate that the needs first-generation students require
can be better support when they get involved in different clubs or organizations
where they can feel confident, supported, welcomed, successful and feel that people
take interest on them.
CONCLUSIONS
Significant findings of this study showed that the participants who were not involved
in extracurricular activities viewed themselves as less successful, less confident, less
supported by classmates, less welcomed, they felt less personal growth, and felt
people took less interest in them, than those who were involved in extracurricular
activities. Thus, findings suggest that it is important for students to get involved and
make connections.
All in all, these important findings give light to universities to take action and look
for ways of helping first-generation college students to succeed.
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