Examining the Effect of First-Generation Status on Use of Career Services

Abstract

Previous studies have found that overall first-generation college students have lower levels of student engagement than non-first-generation college students in higher education (Pascarella, Pierson, Wolniak, & Terenzini, 2004; Pike & Kuh, 2005). However, more recent research has brought into question the extent of these differences in engagement (Dong, 2019). Additionally, while a growing body of literature has focused on the engagement of first-generation college students, fewer studies have addressed this population’s participation with support services (Volet & Karabenick, 2006) and career services more specifically (Tate, Caperton, Kaiser, Pruitt, White & Hall, 2015). The purpose of the current study was to examine the effect of first-generation status on students’ use of in-person services at a university career center in a large, public research institution. A conceptual framework infusing social capital theory and intersectionality was developed to assess the effect of first-generation status alongside several other at-risk demographic factors. While first-generation status was not found to be a significant factor in students’ use of the career center, gender and student work did have an effect. The results of this study have implications for researchers studying the career development experiences of first-generation college students as well as administrators seeking to improve data tracking methods within career services offices.