First-Generation College Students' Motives to Start University Education: An Investment in Self- Development, One's Economic Prospects or to Become a Role Model?

Autor/inn/en	Keppens, Gil; Boone, Simon; Consuegra, Els; Laurijssen, Ilse; Spruyt, Bram; Droogenbroeck, Filip Van
Titel	First-Generation College Students' Motives to Start University Education: An Investment in Self- Development, One's Economic Prospects or to Become a Role Model? Gefälligkeitsübersetzung: Die Motive von College-Studenten der ersten Generation für die Aufnahme eines Hochschulstudiums: Eine Investition in die eigene Entwicklung, in die eigenen wirtschaftlichen Aussichten oder um ein Rollenmodell zu werden?.
Quelle	In: Young : Nordic journal of youth research, 31 (2023) 2, S. 142-160 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1103-3088; 1741-3222
DOI	10.1177/11033088221139393
Schlagwörter	Bildung; Bildungsmobilität; Selbstverwirklichung; Soziale Herkunft; Soziale Mobilität; Belgien; Bildung; Investition; Student; Arbeiterklasse; Soziale Mobilität; Selbstverwirklichung; Soziale Herkunft; Studienmotivation; Sozialinvestition; Generationswechsel; Arbeiterklasse; Migrationshintergrund; Sozialinvestition; Einkommenserwartung; Investition; Studienwahl; Migrationshintergrund; Studienmotivation; Generationswechsel; Student; Belgien
Abstract	"In this article, we engage with the emerging literature that studies the increased enrolment of first-generation college students (FGCS), that is, students from households where neither parent has obtained a bachelor's /master's degree. Our article answers two research questions. First, data from 2,338 first-year students are used to investigate the extent to which FGCS differ from continuing-generation college students (CGCS) concerning the reason why one enrols in university education. Second, to what degree do these motives explain differences in study choice? Our results show that FCGS, compared to CGCS, more strongly endorsed the economic investment motive and what we call the social investment motive, that is, the motivation to become a role model for one's community. In addition, our findings reveal that the choice for more economically rewarding fields of study is related to these motives to start a university education. In the conclusion, we discuss the implications of our findings." The study refers to the period 2013-2018. (Author's abstract, IAB-Doku)..
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2023/1