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Comparing the Determinants of Persistence for First-Generation and Continuing-Generation Students

Lohfink & Paulsen, 2005 / Journal of College Student Development / July 2005


three students chatting in computer lab

In this study we examined and compared the determinants of first-to-second-year persistence for 1,167 first-generation and 3,017 continuinggeneration students at four-year institutions, using data from the Beginning Postsecondary Students Longitudinal Survey (Wine, et al., 2002). Because first-generation students are overrepresented in the most disadvantaged racial, income, and gender groups, we used a critical theorist perspective to frame the research problem, guide inquiry, and interpret results

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