Conference Agenda

In recent decades, universities across the globe opened their doors to a much broader group of students, a phenomenon not only driven by increasing demographics but also opportunities for those whose previous generations did not have a university education. These students are referred to in many research studies as first-generation students (FGS). Research has shown that, compared to continuing-generation students (CGS), the proportion of FGS in part-time employment and the number of hours they work are higher. FGS repeatedly consider whether studying at university is the right choice for them (Vengřinová, 2023). Moreover, FGS often stem from lower socioeconomic backgrounds, are more likely to live off-campus rather than in student residences, and continue to help out at home in various ways, or to care for their own children, which is why they have less time to focus on their studies (Archer & Leathwood, 2005; Bowl, 2003; Chowdry et al., 2013; Hurst, 2012; Nuñez & Cuccaro-Alamin, 1998; Reay et al., 2005). In sum, it can be argued that students without academic backgrounds experience more significant uncertainties about the various steps involved in studying than CGS. It is assumed that first-generation students face similar challenges across countries; this symposium, therefore, focuses on the specific situation and support structures for first-generation students in four different higher education landscapes: Austria, the Czech Republic, Germany, and the UK, each presenting unique thematic angles: Common characteristics depicting FGS will be presented in the first symposium paper. By putting a specific focus on the German context, it examines the ways in which intersectional disadvantages are taken into account in research and institutional support for FGS. The second paper puts a specific focus on uncertainty during the transition to university from the perspective of emerging adulthood. Qualitative research shows that, in the Czech Republic, FGS have less space to explore and figure out who they are and what they expect from the future. Compared to CGS, the period of emerging adulthood is, therefore, shorter for them. As has been mentioned above, FGS face more severe and diverse problems and challenges during their studies. For example, research shows that FGS may be more vulnerable to mental health problems than their CGS peers (Smith & McLellan, 2023). The third paper presents findings from a mixed methods study comparing mental health problems in FGS and CGS in the UK. Lastly, in the fourth paper, we discuss the intentions of non-traditional students to drop out, with a particular focus on the Austrian situation.

Over the past decades, research on first-generation students (FGS), defined as students who are the first in their families to study at a higher education institution, has steadily increased, resulting in a proliferation of publications (Beattie, 2018). Despite the increasing popularity of this research strand, numerous studies criticize the arbitrary and superfluously use of the term, resulting in an international incommensurability of data, and the lack of differentiation within the group of first-generation students (Ives & Castillo-Montoya, 2020). Not only is there substantial variation among first-generation students, but, compared to continuing-education generations, they are also more likely to be multiply minoritized based upon race, gender, and social class (Chen & Carroll, 2005; Choy, 2001; Toutkoushian, Stollberg & Slaton, 2018). Individuals with multiple marginalized identities are at a heightened risk of facing greater oppression than those with fewer marginalized identities (King & McPherson, 2020; Roscigno et al., 2022). Although it is collectively affirmed that the experiences of students are particularly challenging when the first-generation status intersects with other marginalized identities, such as race, socioeconomic status, gender, and age (Harackiewicz et al., 2016), Ives and Castillo-Montoya (2020) reveal that most scholars frame FGS from a limited number of theories pertinent to dominant “white” identity groups, namely Bourdieu (1986), Tinto (1993), and Bandura (1997). Against this backdrop, employing intersectionality as a theoretical lens is essential to uncover the power structures that shape the experiences of students facing intersecting forms of marginalization (Collins, 2000; Crenshaw, 1989). By aiding in structuring and guiding the data analysis, frameworks play a crucial role in empirical research; yet little is known about the ways in which intersectionality is applied as an analytical framework in research on first-generation students. This contribution attends to this gap by examining over forty empirical studies that analyze first-generation students through an intersectional lens. Through the analysis, key similarities, and differences in their approaches to study FGS as multiple identities are identified.

Beattie, I.(2018). Sociological Perspectives on First-Generation College Students. In Handbook of Sociology of Education in the 21st Century. Cham: Springer, pp. 171–91. Bandura, A.(1997). Self-efficacy:The exercise of control. Freeman. Bourdieu, P.(1986). Forms of capital. In J. G. Richardson(Ed.), Handbook of theory of research for the sociology of education (pp. 241–258).Greenwood Press. Chen,X., & Carroll,C.D.(2005).First-generation students in postsecondary education:A look at their college transcripts.National Center for Education Statistics. Choy,S.(2001).Students whose parents did not go to college:Postsecondary access, persistence, and attainment: Findings from the condition of education. Collins,P.H.(2000).Black feminist thought:Knowledge, consciousness, and the politics of empowerment. Crenshaw,K.(1989).Demarginalizing the intersection of race and sex:A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics.University of Chicago Legal Forum,1,139–167. Ives,J.,& Castillo-Montoya,M.(2020).First-Generation College Students as Academic Learners: A Systematic Review. Review of Educational Research, 90(2),139–178. Harackiewicz,J.M. et al.(2016).Closing achievement gaps with a utility-value intervention: Disentangling race and social class.Journal of Personality and Social Psychology,111(5),745–765. King, Colby R., & Sean H. McPherson.(2020).Class beyond the Classroom: Supporting Working-Class and First-Generation Students, Faculty, and Staff. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press. Toutkoushian,R.,Stollberg,R.,&Slaton,K.(2018).Talking ‘bout my generation: defining ‘first-generation college students’ in higher education research. Teachers College Record,120, 1–38.

The transition from high school to college is often referred to as a life change, where the student moves from a controlled educational environment to one where self-regulation is emphasised, and the student has responsibility for his or her education (Vengřinová, 2023). A continuous educational pathway characterises the Czech environment, and with the opening of higher education to a wider population, more and more FGS are entering Czech universities (Vengřinová, 2021). Approximately 66.1% of Czech students study at the bachelor level (Hündlová & Šmídová, 2020). Thus, they are the first in their family to experience the university environment, and unlike their parents, they should be able to experience the period of emerging adulthood fully. That means they should experience a safe period of self-identity exploration that takes place during, among other things, the transition to college, specifically between the ages of 18-25 of an individual's life (Arnett, 2004). This paper will focus specifically on the transition period of FGS and their perception of their emerging adulthood among a specific group neglected in the Czech research environment. However, it now represents more than half of the undergraduate student population, which will contribute to filling the current research gap. Results will be presented based on qualitative analysis of 70 semi-structured interviews conducted with 35 novice FGS. The students interviewed perceive a shorter period of emerging adulthood as they often start working while studying for their CGD. At the same time, they feel pressure from their family to be clear in their lives and not to experiment in their decisions. They felt support from their parents in choosing higher education over work, but they felt pressure to graduate or drop out and go to work during their studies. Suppose the student is uncertain about his/her choice. In that case, he/she feels similar uncertainty from his/her parents, leading to different coping strategies, e.g., hardening up and graduating, leaving school, and working. In all types of coping strategies, however, this leads to an earlier acceptance of one's role as an adult, thus shortening the period of emerging adulthood.

Arnett, J. J. (2004). Emerging adulthood: The winding road from the late teens through the twenties. Oxford University Press. Hündlová, L, Šmídová, M (2020). Netradiční student a studentky vysokých škol: Studie z šetření Eurostudent VII. CSVŠ. Vengřinova, T. (2021). Akademická a sociální integrace do studia na vysoké škole u první generace vysokoškoláků: přehledová studie. Studia paedagogica, 26(1), 167–184. Vengřinová, T. (2023). Akademická integrace do studia: Pohled první generace vysokoškolských studentů na své vyučující. Pedagogická orientace, 32(3), 152–177.

First-generation students (FGS; those whose parents did not achieve a university degree) constitute almost half of the UK university population (Office for Students, 2022). The UK University Mental Health Charter (Hughes & Spanner, 2019) recognises that FGS may face greater challenges to their mental health than continuing generation students (CGS; those with at least one parent who achieved a university degree). However, a scoping review of the international literature (Smith & McLellan, 2023) found no published empirical research on the mental health of FGS at UK universities. An online study was carried out to address this gap in the research. Participants were students aged 18 years or older from any UK university and were recruited to the study via advertisements on social media. A sample of 247 university students, comprising both FGS (n = 115) and CGS (n = 128) completed a survey containing demographic questions (gender identity, age, level of study, parental education) and scales to measure mental health problems (depression, eating concerns, substance use, generalised anxiety, frustration/anger, social anxiety, family distress, academic distress and a total distress index). In addition, participants responded to open-ended questions on mental health. In this presentation I will report the findings of this study and discuss the implications for FGS, widening participation and future research in this field. This study makes a significant contribution to knowledge about mental health problems in UK FGS and adds a UK perspective to existing international research.

Hughes, G., & Spanner, L. (2019). The University Mental Health Charter. Student Minds. https://www.studentminds.org.uk/uploads/3/7/8/4/3784584/191208_umhc_artwork.pdf Office for Students. (2022). Equality, diversity and student characteristics data. https://www.officeforstudents.org.uk/publications/equality-diversity-and-student-characteristics-data/ Smith, D., & McLellan, R. (2023). Mental health problems in first-generation university students: A scoping review. Review of Education, 11(3), e3418. https://doi.org/10.1002/rev3.3418

This paper examines empirical evidence from higher education research on student dropout intentions. Dropping out from university is associated with high individual and societal costs, a lack of innovation, a shortage of skilled workers, and a loss of competitiveness and diversity (Nairz-Wirth/Feldmann 2018; Thaler/Unger 2014). In addition, one of the European Union's goals is to achieve greater equality of educational opportunity – a goal that depends in part on reducing the number of students who drop out from university (Vossensteyn et al. 2015). With European universities already reporting high dropout rates within their specific systems (Vossensteyn et al. 2015), universities are under increasing pressure to implement measures to prevent student attrition. In this context, dropout intentions can be seen as an early warning indicator and are therefore relevant for empirical research and the design of effective prevention and intervention strategies (Deuer/Wild 2018). The present analysis combines both psychological-individual and sociological-institutional approaches (Heublein/Wolter 2011), exploring the role of institutional social capital (in terms of peers, university staff, and study group), transitional experiences, and individual resilience in relation to dropout intentions. In addition, different characteristics of non-traditional students are considered (Schuetze/Slowey 2002). Therefore, a survey was conducted in 2022 at an Austrian public university among bachelor students in economics and social sciences (n = 1.000). The results of a hierarchical logistic regression model show that high levels of social capital (in relation to other peers), high individual resilience, and positive experiences with the transition to university can have a preventive effect on dropout intentions. No significant effect was found regarding characteristics of non-traditional students, such as first-generation status. However, an extended duration of study may increase the likelihood of having intentions to drop out. Building on previous findings in higher education research during times of uncertainty (e.g. Falk 2022; Álvarez-Pérez et al. 2021; Baalmann et al. 2020; Baalmann/Speck 2020; Bano et al. 2019), the results suggest that early preparation for studying, active management of the transition process by the institution, support for building students' resilience, and promotion of social networks at the institution can prevent dropout intentions and contribute to reducing dropout rates among university students. These findings are relevant - not only during times of crisis - but also for the long term.

Álvarez-Pérez,P.R. et al.(2021).Academic Engagement and Dropout Intention Academic Engagement and Dropout Intention in Undergraduate University Students. In: Journal of College Student Retention: Research, Theory & Practice,0(0),1-18. Baalmann,T. et al.(2020).Multikontextuelle Einflüsse auf den Studienerfolg: Zusammenführung und Ergänzung der bisherigen Ergebnisse.In: M. Feldhaus & K., Speck(Eds.),Herkunftsfamilie,Partnerschaft und Studienerfolg.Baden-Baden, Ergon,281-324. Baalmann,T. & Speck,K.(2020).Der Einfluss der Studieneingangs- und der Lernmotivation auf den Studienerfolg und die Abbruchneigung von Studierenden.In:Feldhaus, Michael/Speck, Karsten (Hrsg.):Herkunftsfamilie, Partnerschaft und Studienerfolg. Ergon, 81-116. Deuer, E.& Wild, S.(2018). Validierung eines Instruments zur Erfassung der Studienabbruchsneigung bei dual Studierenden, 4. Auflage.Duale Hochschule Baden-Württemberg. Falk,S.(2022).Die Auswirkungen der Corona Pandemie auf die geplante Studiendauer internationaler Studierender an deutschen Hochschulen.In:Beiträge zur Hochschulforschung,44(2-3),144-163. Nairz-Wirth,E. & Feldmann,K.(2018).Hochschulen relational betrachtet. In: AQ Austria (Hrsg.): Durchlässigkeit in der Hochschulbildung. Beiträge zur 5. AQ Austria Jahrestagung 2017.Facultas.,79-94. Schubert,N. et al. (2020). Studienverläufe – Der Weg durchs Studium:Zusatzbericht der Studierenden-Sozialerhebung 2019.Institut für Höhere Studien (IHS). Schuetze,H.G. & Slowey,M. (2002).Participation and exclusion: A comparative analysis of non-traditional students and lifelong learners in higher education.In Higher Education,44(3/4),309-327. Thaler,B. & Unger,M. (2014).Dropouts ≠ Dropouts: Wege nach dem Abgang von der Universität.Institut für Höhere Studien.https://irihs.ihs.ac.at/id/eprint/2259/ Vossensteyn,H. et al. (2015).Dropout and Completion in Higher Education in Europe:Main Report.Luxembourg: Publications Office of the European Union.