Naturally, the drop-out rate would be more for those who have more economic stress in their lives. If you add to that the fact they have no one to turn to in their families who have attended college, the drop-out rate would probably be even higher. According to a College Board analysis of more than 1.1 million student records, a graduation gap between first-generation students and non-first-generation students exists regardless of preparation. Among students whose high schools offered highly rigorous course work, first-gens had a college-graduation rate of 58.6%, while non-first-gens had a 69.3% graduation rate (Glenn, 2008).
Other studies have focused on the impact parents have on the success of students in college. Through my own observations and personal experience, parents of first-generation college students are less likely to be involved in their student's lives, as many are just as intimidated, if not more, by the beast; higher education. According to data presented at an annual meeting of NASPA (Student Affairs Administrators in Higher Education) in March 2011, moms and dads are less likely to intervene than to encourage their children to resolve matters on their own. Parental intervention is most likely when it comes to money (Lipka, 2011). Technology has certainly increased parental involvement as it is much easier today to stay in contact through text messages.
Academic progress and advising are important issues facing college students and their parents, as well as stress management. However, most parents are not aware of what services are available at the colleges where their children attend. Moreover, many students are unaware of some services available to them. Parents of first-generation college students are even less likely to be involved (Lipka, 2011). In recent years, according to data presented at the NASPA conference, some campuses have opened offices geared toward improving parent relationships with the institutions.
