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First-generation students often choose applied majors, differing from continuing-generation students. Gender shows limited impact on major choices for both groups, affecting educational inequality and career paths.

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Area of Science:

  • Sociology of Education
  • Gender Studies
  • Higher Education Research

Background:

  • Growing literature on social and resource inequalities for first-generation college students.
  • Limited research on the gendered nature of curricular pathways (college majors) for this demographic.
  • Theoretical framework integrating educational inequality, gender studies, habitus, and class-based dispositions.

Purpose of the Study:

  • To investigate the unique college major pathways of first-generation students.
  • To examine the gendered dimensions of these pathways.
  • To address the gap in understanding how major choices contribute to educational inequality.

Main Methods:

  • Analysis of multiple waves of the Education Longitudinal Survey (ELS-2002).
  • Integration of national data on the sex composition of academic fields.
  • Comparative analysis between first-generation and continuing-generation students, with gender as a moderating variable.

Main Results:

  • First-generation students are more likely to select occupationally specific, 'applied' majors compared to continuing-generation students.
  • Minimal to moderate gender-based variations were observed in the representation of both student groups within female-dominated academic fields.
  • These patterns were consistent across both 2-year and 4-year college samples.

Conclusions:

  • Findings highlight distinct college major pathways for first-generation students, contributing to educational inequality.
  • The choice of applied majors may influence future job returns and occupational mobility.
  • Understanding these pathways is crucial for addressing broader issues of social stratification in higher education.