Résumé:
"Scholarly work conducted before 2010 consistently reported a gap
between first-generation and continuing-generation students in college success, as
measured by grades, persistence, and graduation rates. Through a systematic liteerature review, this study aimed to examine the most recent findings, from 2010
until 2020, regarding the academic adjustment process of first-generation students
to higher education institutions and the institutional factors that help them in the
process. The results report lower performance of first-generation (FG) students and
compared to that of continuing-generation (CG) students and measured by grades
and persistence. When looking at other variables, such as learning outcomes,
intellectual development, learning skills, integration and engagement with the
academic environment, we find scarce and mixed evidence. There is also an
increased interest in the academic process, and not just in describing academic
outcomes of first-generation students. These findings suggest that interventions
promoting social belonging, support from peers, parents´ involvement and
a welcoming campus climate should be fostered by institutions interested in the
access and graduation of FG students" -- Cogent education
