Parent Support and Stress among First-Generation and Continuing-Generation Female Students during the Transition to College

Abstract

This study compares first-generation and continuing-generation female college students in terms of: (a) level of parents' emotional and informational support; (b) level of students' stress; and (c) the relationship between both types of parent support and students' stress during the transition to college. We collected survey data from an ethnically diverse sample of 339 young women about to enter college. Results indicate first-generation students perceive less emotional and informational parent support than do continuinggeneration students. First-generation students who perceive higher levels of parent emotional support have less stress than those who do not. However, neither type of parent support significantly predicted stress levels for continuing-generation students.

First-Generation College Students in Christian Academia. Part 1: Academic and Local Church Collaboration in the Preparation of Diverse Students

“…Research with FGCS suggests that family involvement and support is an important aspect of their success in college (HERI, 2007;Hudley et al, 2009;Mehta et al, 2011;Sy et al, 2011;York-Anderson & Bowman, 1991). This is seen from the initial decision to attend college through degree completion (HERI, 2007).…”

“…This is seen from the initial decision to attend college through degree completion (HERI, 2007). First-generation students report that parents are more influential than peers and teachers in the formation of higher educational aspirations and progression (Bryan & Simmons, 2009;Sy et al, 2011). The central role of parents appears to be especially important for FGCS of color (Cho et al, 2008;Hudley et al, 2009).…”

“…Unfortunately, some FGCS report insufficient parental involvement in preparation for college (Gibbons & Borders, 2011;McCarron & Inkelas, 2006;Sy et al, 2011). First-generation students have been found to possess less knowledge of the education pathways available to them in terms of college preparation, selection, and educational outcomes (McCarron & Inkelas, 2006;Oldfield, 2007;Tym et al, 2005;Vargas, 2004;York-Anderson & Bowman, 1991).…”

“…College cultural capital refers to the knowledge, familiarity, and understanding of university life and culture that enable one to provide guidance in preparation for and matriculation through the higher educational system (Kulla, 2008;McCarron & Inkelas, 2006;Oldfield, 2007;Pascarella et al, 2004;Tym et al, 2004;York-Anderson & Bowman, 1991). Given the findings that indicate FGCS are less likely to receive this cultural information at high school, and that parents of FGCS, as non-college-educated individuals, may not feel capable to provide it, the FGCS outcomes are not surprising (Sy et al, 2011).…”

“…Such support could include college preparation seminars for prospective student families wherein parents are introduced to the college culture and the college pursuit process, and are provided information on college cultural capital within the church venue. Such support could also involve FGCS parent support (Sy et al, 2011), an opportunity to have questions answered, and a meaningful connection for the FGCS family to the Christian university.…”