When Race and Class Collide: Classism and Social-Emotional Experiences of First-Generation College Students

Scholarship devoted to first-generation college students has increased rapidly over the past decade, with studies demonstrating first-generation students are systematically disadvantaged compared to their continuing-generation peers. Recently, scholars have critiqued the treatment of first-generatio...

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Bibliographic Details
Published in:Journal of college student retention : Research, theory & practice theory & practice, 2023-11, Vol.25 (3), p.509-532
Main Authors: Garriott, Patton O., Ko, Shao-Jung “Stella”, Grant, Sandra Bertram, Jessen, Mackenzie, Allan, Blake A.
Format: Article
Language:English
Subjects:
Academic Achievement
Affective Behavior
Family School Relationship
First Generation College Students
Intersectionality
Predictor Variables
Racism
Social Bias
Social Class
Social Discrimination
Social Experience
Student Experience
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Summary:Scholarship devoted to first-generation college students has increased rapidly over the past decade, with studies demonstrating first-generation students are systematically disadvantaged compared to their continuing-generation peers. Recently, scholars have critiqued the treatment of first-generation students as a monolith and encouraged complicating their experiences using intersectionality as an analytic tool. This study examined the association between institutional classism and students’ social-emotional experiences in higher education, and how these relations vary based on sociorace, first-generation college student status, and subjective social status. In a sample (N = 742) of college students from two four-year public institutions, results showed that the strength of the association between institutional classism and social-emotional experiences varied at different intersections of first-generation status, sociorace, and subjective social status. These findings demonstrate the importance of contextualizing first-generation students’ experiences and have implications for efforts to retain first-generation students in higher education.
ISSN:1521-0251
1541-4167
DOI:10.1177/1521025121995483