Abstract
Purpose of the Study. This study explored the effects of parental influence and expectations on first-generation and second-generation college students' self-efficacy at small moderately-selective to selective private colleges in Southern California. Methodology. Ex post facto research was used consisting of both quantitative and qualitative data. The study surveyed both traditional undergraduate students whose parents attended or graduated from college (second-generation) and students whose parents never attended college (first-generation). Participants were issued a questionnaire to gather the quantitative data. The Inventory of Parental Influence and the Self-Efficacy Scale were combined with a demographic questionnaire and administered on three college campuses. Focus groups were used to gather qualitative data allowing the subjects to speak in their own words. Findings. There were statistical differences between the first- and second-generation students in several areas, primarily as it related to parental influence, in the following factors from the IPI: Support, Help, and Intellectual Development. All of the differences were in the direction of the second-generation students. However, no significant differences were found between the groups as the parental influence relates on the self-efficacy of the students. General themes arose among the students, regardless of generational status, including that college was the natural next step after high school and their desire to better themselves and secure their future. Another theme that emerged was that family members were the primary supporters in their plans to attend college. The support from family came, according to the students, regardless of whether the family members attended college. The range of support came not only from parents, since a number of the participants indicated that their siblings were primary supporters. Grandparents, teachers and counselors were also noted as being supporters. Conclusions. There is disparity not only between first- and second-generation college students, but also within the first-generation population itself regarding whether they attend college or how the parental influence plays a factor. The values that are placed on higher education can vary from family to family and from student to student indicating that there is no cookie-cutter approach two working with these populations. Though some students acknowledged that they had plenty of support from family and friends, some had no support. For the second-generation students, most often the questions were not whether to go to college, but rather where to attend college. Some parents had expectations of Ivy League schools even when the student did not.