First-Generation Students: What We Ask, What We Know and What It Means: An International Review of the State of Research

Autor/inn/en	Spiegler, Thomas; Bednarek, Antje
Titel	First-Generation Students: What We Ask, What We Know and What It Means: An International Review of the State of Research
Quelle	In: International Studies in Sociology of Education, 23 (2013) 4, S.318-337 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2013.815441
Schlagwörter	First Generation College Students; Higher Education; Nontraditional Education; Foreign Countries; Student Characteristics; Socioeconomic Status; Minority Group Students; Ethnicity; Academic Achievement; Educational Mobility; Parent Attitudes; Interpersonal Relationship; Family Attitudes; Educational Attitudes; School Choice; Academic Degrees; Educational Attainment; Course Selection (Students); Student Participation; College Preparation; At Risk Students; Working Class; Literature Reviews; Canada; Germany; United Kingdom; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-traditional education; Alternative Erziehung; Ausland; Socio-economic status; Sozioökonomischer Status; Ethnizität; Schulleistung; Bildungsmobilität; Elternverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Choice of school; Schulwahl; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Bildungsabschluss; Bildungsgut; Course selection; Student; Students; Kurswahl; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Arbeiterklasse; Kanada; Deutschland; Großbritannien; USA
Abstract	In the course of educational expansion, student populations have become more diverse. This paper represents an international literature review on the topic of first-generation students (FGS), i.e. students whose parents have not obtained a higher education qualification. On the basis of more than 70 research articles and reports on FGS from several countries, we find that the focal points in FGS research concern their pre-college characteristics, mobility factors, decisions about institution, degree and subjects, FGS' experiences at university, and academic outcomes. Summarising the state of research on these topics, we point to two problems: (1) the international incommensurability of data on FGS due to differences in how FGS are defined and researched; (2) the depiction of FGS' problems as individual rather than structural problems. We recommend that structural changes such as making organisational structures in higher education institutions more transparent are in order instead of offering special support programmes only for FGS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10