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As student populations continue to become more diversified, institutions must understand students' academic preparedness to better serve them. A significant amount of research and literature focuses on experiences of students whose parents had little or no college education. Although these first-generation students have much in common with other disadvantaged student groups, their situation presents unique conditions and obstacles to their college experience. This research project seeks to focus on the topic of academic preparedness of first-generation students. More specifically, this project builds on previous research on academic preparedness of first-generation students by exploring differences in students' attitudes about preparedness compared with traditional academic measures. This study investigates whether first- generation student status affects self-assessment of academic preparedness in the same way it affects traditional measures of academic preparedness.
Pascarella, Pierson, Wolniak, and Terenzini (2004) provided an overview of the main areas of research topics regarding first-generation college students, including (a) demographics and preparation for college, (b) transition to college, and (c) attainment and persistence. This article focuses briefly on literature surrounding demographic differences of first- generation students, as well as differences in the amount of preparation or academic preparedness of first-generation students.
There are key demographic differences between first-generation students and students whose parents attended college. In terms of socioeconomic status, first-generation students typically come from households with fewer resources (Bui 2002; Choy, 2001; Lee, Kim, & Hagedorn, 2004; McCarron & Inkelas, 2006; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996; Warburton, Bugarin, & Nunez, 2001). Additionally, first-generation students are more likely to be a racial minority (Bui 2002; Choy, 2001; Lee et al., 2007; McCarron &c Inkelas, 2006; Terenzini et al., 1996; Warburton et ah, 2001).
Literature that examines differences in academic preparedness between first- generation and traditional students focuses on factors such as standardized test scores, grade point average, and type of course work completed in high school. First-generation students typically rank below traditional students when comparing grade point averages (Lee et ah, 2004), completion of academically rigorous courses (Choy, 2001; Cushman, 2007; Terenzini et ah, 1996; Warburton et ah, 2001) and scores on standardized examinations (Bui, 2002; Choy, 2001; Warburton et ah, 2001). Although literature regarding personal or subjective measures of student preparedness is limited, the literature shows that first- generation students...