Abstract

Using longitudinal data from the Wabash National Study of Liberal Arts Education, our findings suggest that first-generation students are at a significant disadvantage across cognitive and psychosocial outcomes compared to students whose parents have at least some postsecondary education. Furthermore, we tested for the conditional effects of good practices on first-year outcomes and found that effects of good practices on both cognitive and psychosocial outcomes differed in magnitude, and sometimes in direction, for first-generation versus non-first-generation students.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 243-266
Launched on MUSE
2012-03-22
Open Access
No
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