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https://vocaroo.com/i/s1kFodJEbxER

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More first generations students are attending college. However, they continue to lag behind continuing generations students in graduation rates. They have greater financial burdens, are less likely to live on campus or be involved in campus organizations. They may be apprehensive and lack the confidence to ask for counseling or mentoring.  First-generation students appear to have lower congruity between their values toward education and their parents' values; receive less support of all types from their parents; and have heavier job loads. These factors increase their vulnerability to attrition. (Billson & Terry, 1982).

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Literature Review Map

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A Mother's Influence in the Success of First Generation Students in a 4-year college setting.

First-generation college students have a lower graduation rate than continuing-generation students. These first-generation students are more likely to live at the poverty level, requiring them to work as they attend college and depriving them of technology and extra-curricular activities. They lack role models to guide them through the many, and complex, systems in higher education.  These first-generation students require their own source of faith, hope, and perseverance to overcome the challenges they face. While colleges and local communities have established student support services, parental and sibling guidance within the home impacts the child's success.  There has been research on how a father influences the decisions his child makes about college and career. However, there is a gap in the literature on the impact and role a mother has in her child's success to and through college.

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A Mother's role and impact on her child's success through the college years.

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It is universally agreed that education is key to improving an individuals life Only 11 percent of low-income students who are the first in their family to attend college will have a college degree within six years of enrolling in school, according to the Pell Institute. If this rate of completion is not improved, upward movement in the socio-economic levels will be slow, if not stalled or reversed. Therefore, research into expanding existing support services and generating new and creative services is necessary. This includes leveraging those closest to the student, the parents, and specifically for this research, a mother.

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With the gap in college attendance and graduation for first generation students versus continuing geneation students, much research has focused on the disadvantages and obstacles faced by first-generation students.  There is agreement that varying types of support and related services provided by communities, colleges and families have a positive impact on a student's success. There is some research on a father's role. But, there is no or limited research regarding what a mother's role could be, and the impact she could have, if there were tools and services available to her to further help her children through college.

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Social Class and belonging: Implications for college adjustment

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Social Class and belonging: Implications for college adjustment

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a.     How has parental support helped first generation college students overcome the disadvantages they face as they apply, enroll and matriculate through college?

b.     What do mothers uniquely provide to first generation college students as they progress through college application, enrollment and graduation?

c.     How can a mother gain the skills, and leverage support services, to support her child on the path to, through
and beyond college?

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Three Critical Tasks Facing American's Disadvantaged

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Three Critical Tasks Facing American's Disadvantaged

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First generation college students: understanding and improving the experience from recruitment to commencement.

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First generation college students: understanding and improving the experience from recruitment to commencement.

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First-Generation College Students: Understanding and Improving the Experience from Recruitment to Commencement

by Lee Ward, Michael J. Siegel, Zebulun Davenport

"Who students are when they start college does not dictate how much they can benefit, provided they take advantage of the myriad learning opportunities institutions offer. This book is replete with informative insights into the invisible minority we call 'first-gen students' as well as the policies, programs, and practices institutions should use to help them succeed."

--George D. Kuh, Chancellor's Professor of Higher Education Emeritus, Indiana University

"Unnoticed and often poorly understood, first-generation college students now comprise nearly fifty percent of students on many college campuses. In this book Ward, Siegel, and Davenport offer great insights and practical suggestions on how higher education leaders can create a more welcoming, supportive, and inclusive experience for these students to succeed."

--Jeffrey R. Docking, president, Adrian College