Divergent paths to success: understanding the distinct predictors of retention for first-generation and continuing-generation college students

Abstract

Abstract

Introduction First-generation college students (FGCS) face unique challenges in higher education; however, research examining the specific mechanisms that affect their success remains limited. Methods This study analyzed pre-enrollment survey data and first-year transition experiences from students at a large midwestern university to investigate how first-generation status influences college adjustment and academic outcomes. Using exploratory and confirmatory factor analyses, we identified several important pre-enrollment and first-year transition factors. Results Multi-group structural equation modeling revealed that pre-enrollment characteristics differentially predict first-year transitions for FGCS versus continuing-generation college students (CGCS; Δχ 2 = 84.658, Δ df = 54, p = 0.005). Pre-entry belonging was substantially more predictive of faculty connections for FGCS ( β = 0.698, p < 0.001) than for CGCS ( β = 0.342, p = 0.027). Critically, traditional transition factors predicted GPA for CGCS (financial strain: β = 0.402, p = 0.003; financial plan: β = 0.317, p = 0.031), but not for FGCS. Conclusion Suggesting that unmeasured factors may be more consequential for FGCS academic success. These findings suggest that FGCS and CGCS follow distinct pathways to academic success, necessitating distinct forms of support.