Examining perceived supportive relationships across the higher education setting: A comparative analysis of first-generation and continuing-generation students
type: CreativeWork
description: First-generation (FG) students represent over half of the college going population, yet they are less likely to persist to graduation than their continuing-generation (CG) peers. According to Tinto’s Student Integration Model, formal and informal interactions in higher education (HE) help students make decisions about persistence towards degree. The purpose of this study was to examine supportive relationships across a student’s HE experience with a particular focus on potential differences between FG and CG students. Data was collected through an online survey. The analysis revealed that, while FG and CG students perceive a similar number of supportive relationships, there are notable differences. FG students perceive a greater depth in supportive relationships, particularly with their advisors. FG students perceive fewer supportive relationships with faculty. They also perceive less support from family and community members. Notably, FG students were more likely to report engaging in extracurricular activities such as TRIO Programs, student government, and career preparation and culturally focused groups. These findings suggest that advisors play an important role in supporting FG students’ integration and success in higher education. They also highlight a potential need for professional development opportunities for faculty to raise awareness of the unique needs of FG students and strategies to foster stronger relationships. Understanding the specific needs and preferences of FG students can lead to the creation of tailored interventions. For example, institutions should consider strategies to help students maintain and strengthen relationships with families. Additionally, outreach may be most effective in environments where FG students already feel comfortable and supported.
abstract: First-generation (FG) students represent over half of the college going population, yet they are less likely to persist to graduation than their continuing-generation (CG) peers. According to Tinto’s Student Integration Model, formal and informal interactions in higher education (HE) help students make decisions about persistence towards degree. The purpose of this study was to examine supportive relationships across a student’s HE experience with a particular focus on potential differences between FG and CG students. Data was collected through an online survey. The analysis revealed that, while FG and CG students perceive a similar number of supportive relationships, there are notable differences. FG students perceive a greater depth in supportive relationships, particularly with their advisors. FG students perceive fewer supportive relationships with faculty. They also perceive less support from family and community members. Notably, FG students were more likely to report engaging in extracurricular activities such as TRIO Programs, student government, and career preparation and culturally focused groups. These findings suggest that advisors play an important role in supporting FG students’ integration and success in higher education. They also highlight a potential need for professional development opportunities for faculty to raise awareness of the unique needs of FG students and strategies to foster stronger relationships. Understanding the specific needs and preferences of FG students can lead to the creation of tailored interventions. For example, institutions should consider strategies to help students maintain and strengthen relationships with families. Additionally, outreach may be most effective in environments where FG students already feel comfortable and supported.
author: Cervantes, Ashley
date published: 2024-12
date modified: 2026-07-24T06:05:48Z
provider: Wichita State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Wichita State University