The Effects of First-Generation Status and Financial Aid on Technical College Students' Academic Performance: A Longitudinal Study

Autor/in	Venegas-Muggli, Juan I.
Titel	The Effects of First-Generation Status and Financial Aid on Technical College Students' Academic Performance: A Longitudinal Study
Quelle	In: Community College Journal of Research and Practice, 46 (2022) 6, S.416-430 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Venegas-Muggli, Juan I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2020.1863878
Schlagwörter	First Generation College Students; Student Financial Aid; Technical Institutes; Academic Achievement; Foreign Countries; Predictor Variables; Chile + Suchen Sie Ihr Suchwort? Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Technische Fakultät; Schulleistung; Ausland; Prädiktor
Abstract	This article examines the role of first-generation status and financial aid on the academic performance of technical college students who are beneficiaries of a fee-free policy. Students enrolled in two-year technical programs in 2017 at Chile's largest higher education institution were considered. A quantitative panel longitudinal design was used as the effect of first-generation status and financial aid on students' academic results was estimated over their four terms of study. The results suggest that first-generation students have lower average marks than their continuing-generation counterparts. Likewise, it can be seen that beneficiaries of the fee-free policy perform worse academically than non-beneficiaries. It can also be seen that the negative effect of first-generation status is greater for women than men and that the magnitude of financial aid's negative effect is greater for women and older students. Policy implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01