Abstract:

The designation of first-generation college students in educational research has been operationalized inconsistently since its inception. This variation makes understanding and generalizing about this complex group problematic. We explore the inconsistencies in definitions of first-generation students using a culture of college resilience framework and argue that substantial differences in these definitions exist across the literature, which scholars should consider when conducting research on first-generation students. The need for a more stringent definition of what constitutes a first-generation college student is discussed at length. We propose a familial educational capital model that centers on risk and protective factors across social class and familial education. We offer recommendations for researchers, administrators, and other key stakeholders to consider how to operationalize this diverse group more mindfully. Finally, we provide other recommendations to address educational inequalities more effectively for this group.

摘要：

第一代大学生在教育研究方面的指定自成立以来一直在操作上不一致。这种变化使得理解和概括这个复杂的群体变得困难。我们使用大学复原力文化框架探讨了第一代学生定义中的不一致之处，并认为这些定义在文献中存在实质性差异，学者们在对第一代学生进行研究时应考虑这一点。详细讨论了对第一代大学生的构成进行更严格定义的必要性。我们提出了一种家庭教育资本模型，该模型以跨社会阶层和家庭教育的风险和保护因素为中心。我们为研究人员、管理人员和其他主要利益相关者提供建议，以考虑如何更谨慎地运作这个多元化的群体。最后，我们提供了其他建议，以更有效地解决该群体的教育不平等问题。