Abstract

In this study we examined and compared the determinants of first-to-second-year persistence for 1,167 first-generation and 3,017 continuing-generation students at four-year institutions, using data from the Beginning Postsecondary Students Longitudinal Survey (Wine, et al., 2002). Because first-generation students are overrepresented in the most disadvantaged racial, income, and gender groups, we used a critical theorist perspective to frame the research problem, guide inquiry, and interpret results.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 409-428
Launched on MUSE
2005-07-12
Open Access
No
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