Divergent paths to success: understanding the distinct predictors of retention for first-generation and continuing-generation college students

Research indicates that the factors predicting first-year college adjustment and academic outcomes differ significantly between first-generation college students (FGCS) and continuing-generation college students (CGCS). Pre-enrollment characteristics play a distinct role in influencing the first-year transition experiences for these two groups, highlighting the need for tailored support mechanisms.

Why it matters

This research underscores the necessity of disaggregated analysis in understanding student success, revealing that one-size-fits-all approaches are insufficient. Recognizing distinct predictive pathways for different student cohorts allows institutions to develop more effective, targeted strategies for support and resource allocation, ultimately improving retention and academic outcomes.

Key insights

• First-generation college students (FGCS) encounter unique challenges within higher education.
• The study analyzed pre-enrollment survey data and first-year transition experiences from a large midwestern university.
• Pre-enrollment and first-year transition factors were identified using exploratory and confirmatory factor analyses.
• Multi-group structural equation modeling demonstrated that pre-enrollment characteristics predict first-year transitions differently for FGCS compared to continuing-generation college students (CGCS).

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1900405