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Equity groups and predictors of academic success in higher education

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posted on 2025-05-12, 11:08 authored by Jill Scevak, Erica SouthgateErica Southgate, Mark Rubin, Suzanne MacqueenSuzanne Macqueen, Heather DouglasHeather Douglas, Paul Williams
Research studies in the United States of America identified differences between First in Family (FiF) and non-FiF students. There is contradictory evidence regarding differences in college achievement between FiF and non-FiF students in the USA. Some studies found no differences (Inman and Mayes, 1999; Strage, 1999) and other studies indicated lower GPAs for first-generation students (Martinez, Sher, Krull and Wood, 2009; Pascarella et al., 2004). Australian research on FiF university students is limited in number and in the scope of variables that may impact on achievement and university experience. The limited research on FIF students in the Australian context has covered aspects related to decision-making and enrolment patterns as well as attributions and indicators of success (Luzeckyj et al., 2011). These students were more likely to be enrolled in certain degrees (Education, Economics and Science as opposed to Law, Medicine and Engineering), be older, and come from a rural background. The aim of this study was to investigate the influence of FiF status, socio-economic and demographic contributors to the academic outcomes of students enrolled in a large regional Australian university.

History

Publisher

National Centre for Student Equity in Higher Education (NCSEHE), Curtin University

Place published

Perth, WA

Commissioning body

National Centre for Student Equity in Higher Education (NCSEHE) Curtin University

Language

  • en, English

College/Research Centre

Faculty of Education and Arts

School

School of Education

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