Abstract
Purpose. The purpose of this study was to determine if there was a significant difference between first-generation college students' and non-first-generation college students' persistence from freshman year to sophomore year of college. The study investigated if race/ethnicity, family income, gender, and fathers' and mothers' highest level of education had an impact on persistence. Methodology. Ex post facto research was used to determine if a significant difference existed between the independent and dependent variables. Participants consisted of entering freshmen from selected Concordia University System (CUS) institutions. A quantitative research design was administered to test for significant differences among the demographic variables. Findings. The study found a significant difference in persistence among first-generation and non-first-generation college students; however, when accounting for demographic variables, the results varied. In terms of persistence, (a) no significant differences for the total population when accounting for fathers' highest level of education but a significant difference when accounting for mothers' education; (b) no significant differences when subset by generational status and none with regard to family income and persistence; (c) no significant differences when accounting for first-generation status, but a significant difference when controlling for the total population and non-first-generation status; (d) a significant difference based on gender in the total population, but no significant difference within the first-generation subset; (e) no significant differences when accounting for race/ethnicity and generational status. Conclusions. While there were no overwhelming results of significance among the demographic variables, there was a statistically significant difference between first-generation and non-first-generation college students in persistence to the second year. This suggests the need for CUS institutions to pay attention to the possible and specific needs of first-generation college students on their campuses. Recommendations. The implications of this study support the continued efforts to conduct quantitative and qualitative research to understand the needs of first-generation college students in persistence toward graduation. While this study examined relationships between first-generation and non-first-generation college students among the demographic variables, understanding the predictors of student persistence within CUS institutions must be done through a linear regression analysis. Moreover, specific programs and services must be developed to enhance their overall college success.