Academic Persistence and Perceptions of Support in First-Generation College Students

Abstract

A sample of 10 junior and senior first-generation college students (FGCS) were interviewed on their perceptions of support they received throughout their college trajectory. Areas of support included parental, peer, and faculty, and institutional support. Results indicated that a lack of support in one area (i.e. parental support) was compensated by increasing their reliance on another form of support (i.e. peer support).