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First-generation college students make up a significant portion of undergraduate students in the United States. Over the last decade, the number of first-generation college students who have composed incoming freshman classes has steadily climbed. However, first-generation college students are far less likely to retain compared to their legacy peers, and current retention practices in higher education fail to address the declining rate of persistence amongst first-generation college students.
I conducted a qualitative single case study with first-year first-generation college students at a rural Christian liberal arts university in the Southeast United States to determine what academic and social experiences and external factors students perceived influenced retention. I used Tinto’s (1994) model of student departure as the theoretical framework to align the purpose and data collection protocols. Participants responded to an open-ended questionnaire, participated in a semi-structured interview, and took part in a focus group interview, which allowed me to engage with the lived experiences of my participants.
This study revealed four key findings that shaped the collegiate experience for these first-generation college students and influenced retention. Finding 1: First-year FGCSs at Central University describe faculty approachability and support within formal and informal academic systems as contributors to a supportive environment essential to their retention. Finding 2: First-year FGCSs describe spiritual formation events and campus activities (e.g., on-campus jobs and sports) and the sense of belonging and community experienced on campus as the most influential reasons for retention related to formal and informal social constructs. Finding 3: First-year FGCSs expressed their goals were academic success (e.g., achieving good grades and graduating from the institution) and preparation for the workforce. Finding 4: Commuter first-year FGCSs reported that external commitments—such as family responsibilities, off-campus jobs, and daily commutes—limited their ability to engage in on-campus activities. This study provides greater context and considerations to address the complex issue of first-generation college student retention.