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Updated: Sep 16, 2025

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Not so different and not deficient: First- and continuing-generation students' selves and self-discrepancies.

Xiaolu Zhang1, Veronika Job1, Christina Bauer1

  • 1Department of Occupational, Economic, and Social Psychology, University of Vienna, Vienna, Austria.

British Journal of Psychology (London, England : 1953)
|July 12, 2025
PubMed
Summary

First-generation college students and continuing-generation students share similar self-perceptions regarding their ideal and ought selves. Contrary to deficit narratives, first-generation students do not perceive greater discrepancies between their actual and aspired selves.

Keywords:
deficit narrativesfirst‐generation studentsideal selvesought selvesself‐discrepancies

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Area of Science:

  • Psychology
  • Sociology
  • Education

Background:

  • Previous research often uses a deficit lens for first-generation college students.
  • Little is known about how first-generation and continuing-generation students perceive their own goals and obligations.
  • Understanding self-perceptions is crucial for addressing educational equity.

Purpose of the Study:

  • To investigate self-perceptions of ideal and ought selves in first-generation and continuing-generation students.
  • To compare perceived self-discrepancies between these two student groups.
  • To challenge deficit-based narratives surrounding first-generation students.

Main Methods:

  • Assessed ideal selves, ought selves, and self-discrepancies using Higgins's theory.
  • Surveyed a large sample (N=1244) of US college students across three waves.
  • Analyzed quantitative data to compare responses between first-generation and continuing-generation students.

Main Results:

  • No significant differences were found in the content of ideal and ought selves between the two groups.
  • Both first-generation and continuing-generation students reported strikingly similar characteristics for their ideal and ought selves.
  • Perceived ideal or ought self-discrepancies did not significantly differ between the groups.

Conclusions:

  • First-generation students' self-perceptions align with those of continuing-generation students.
  • The study challenges deficit-based portrayals of first-generation students.
  • First-generation students do not perceive themselves as further from their aspired selves than their peers.