AAACE 2021 Annual Conference

First-Generation, COVID-19. academic persistence, survey

In this research study, we used quantitative and qualitative methods to identify the academic, psycho-social, and career impacts of COVID-19 on first-generation college students at a minority-serving institution. We discuss and present the critical interventions that can support their persistence in completing their academic and career pursuits during the pandemic.

As we aspire to level the playing field in terms of economic and social equality, educators must address the disparities that exist related to providing academic, social, and instrumental support for marginalized populations, including first-generation college students.
In this study, we used a sequential mixed-methods approach with an online survey and follow-up focus groups to solicit first-generation college students’ perceptions of changes in the following areas due to their individual experiences of the COVID-19 outbreak: cultural/family impact, university support services, curriculum and instructional adaptations, institutional responses, and academic and career intentions.
Quantitative data analysis revealed statistical differences between first-generation and continuing-generation students across all measures, except physiological needs. Additionally, analyses revealed freshman and sophomore first-generation students may be more vulnerable as they reported statistically higher academic/career demands and less use of available student services and on-campus resources. Qualitative analysis of focus group data alerted us of the negative consequences of the digital divide on these students during COVID-19.
Given the documented differences in how first-generation college students interact with university services, administrators of colleges and universities need to know which interventions are effective and which supports are needed to accommodate the vulnerable first-generation college students’ needs during the COVID-19 crisis.