Different Institutions and Different Values: Exploring First-Generation Student Fit at 2-Year Colleges

Area of Science:

• Sociology of Education
• Higher Education Studies
• Psychology of Learning

Background:

• First-generation (FG) college students often face challenges due to socioeconomic background and lack of familial guidance.
• FG students may experience belonging concerns stemming from a cultural mismatch between their values and institutional norms.
• Middle-class norms of independence in higher education can conflict with the interdependent values common in working-class FG students.

Purpose of the Study:

• To examine cultural mismatch theory within the context of 2-year colleges for FG students.
• To test the effectiveness of a values-affirmation intervention for FG students at 2-year campuses.
• To explore how intervention effectiveness might vary based on the perceived cultural mismatch.

Main Methods:

• Surveying faculty and students at 2-year colleges.
• Analyzing FG student motivations and perceived cultural fit.
• Developing and assessing values-affirmation interventions tailored to cultural mismatch theory.

Main Results:

• FG students at 2-year colleges may have motives more aligned with the institutional context compared to those at 4-year institutions.
• This alignment could lead to fewer belonging concerns for FG students in 2-year college settings.
• FG students in the study reported a greater college match when reflecting on interdependent values.

Conclusions:

• The cultural context of 2-year colleges may be more congruent with the values of FG students, potentially reducing belonging concerns.
• Values-affirmation interventions may need to be adapted, considering the specific cultural context and FG student motivations.
• Understanding the nuances of FG student experiences in different higher education settings is crucial for effective support strategies.