Literarture Review Blog #1

 The Journal of Higher Education: "First-Generation College Students: Additional Evidence on College Experiences and Outcomes" was a study conducted by Ernest T. Pascarella and other professors and researchers. Dr. Ernest Pascerella is professor at the University of Iowa, College of Education. He focuses a lot of his books, lectures, and research on the impact of college on students. The study was conducted to compare first-generation college students to students whose parents were seasoned in higher education. First generation college students are defined in this article as students whose parents have no college experience whatsoever. In comparison, it is clear that there are vast differences between first generation college students and students whose parents have a college education. The study talks extensively about the academic experiences of both groups. The researchers come to conclusion that "first generation college students are more handicapped in accessing and understanding information and attitudes relevant to making beneficial decisions about... social choices to make while in attendance," (Pascarella 252). 

Dr. Ernest T. Pascarella

One of the most profound statements made about social integration made in this article was:

Ironically, first-generation students derived greater outcome benefits from extracurricular involvement and peer interaction than other students even though they were significantly less likely to be engaged in these activities during college. (278)

Though most first-generation students participating at work more than anything else they really are not exposed to social ties. However, when they are involved in extracurricular activities, they tend to benefit more. This idea stresses the importance of social integration but also sheds light to the fact that first-generation college students normally don't have the option to participate. This is because they are focused on making money, paying tuition, paying for miscellaneous fees, or making early payments on the loans they have taken out. These students are also denied access to network of people that share their in their backgrounds. 

The article also emphasizes the impact social integration has on academics. "Noncourse-related interactions with peers had impacts on science reasoning, writing skills, and educational degree plans that were significantly more positive for first-generation," (273). Social integration affects academic success. If less students participate outside of the classroom, then the likelihood of them failing or dropping out increases. This is true among first-generation college students. They are less likely to participate outside of class because of their condition, and therefore they are less likely to complete college.

Works Cited

Pascarella, Ernest T., Christopher T. Pierson, Gregory C. Wolniak, and Patrick T. Terenzini. "First-Generation College Students: Additional Evidence On College Experiences And Outcomes." The Journal of Higher Education 75.3 (2004): 249-284. Print.