Movin’ on up (to college)
First-generation college students’ experiences with family achievement guilt
Bibliographic Data
| ID | 12475367 |
|---|---|
| Authors | Rebecca Covarrubias (0000-0002-9943-8496, University of Delaware, corresponding author), Stephanie A Fryberg (0000-0003-3627-3687, University of Washington) |
| Year | 2014 |
| Volume | 21 |
| Issue | 3 |
| Pages | 420-429 |
| Publication date | 2014-09-08 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Cultural Diversity & Ethnic Minority Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1099-9809 • E-ISSN: 1939-0106 |
| Publisher | American Psychological Association (PUBLISHER • US) |
| DOI | 10.1037/a0037844 |
| PMID | 25198416 |
| OpenAlex | W2324910179 |
| Language | EN |
| Citations received | 50 |
| References cited | 19 |
As the first in their families to attend college, first-generation college students (FGCs) experience a discrepancy between the opportunities available to them and those available to their non-college-educated family members that elicits family achievement guilt. The present studies examined family achievement guilt among an ethnically diverse sample of FGCs and continuing-generation college students (CGCs), those whose parents attended college (Studies 1 and 2), and tested a strategy to alleviate such guilt (Study 2). In Study 1, on open-ended and closed-ended measures, FGCs (N = 53) reported more guilt than CGCs (N = 68), and Latinos (N = 60) reported more guilt than Whites (N = 61). Latino FGCs reported more family achievement guilt than the other 3 groups. In Study 2, we examined whether reflecting on a time when one helped family would alleviate family achievement guilt for FGCs. Specifically, FGCs (N = 58) and CGCs (N = 125) described a time they helped their family with a problem (help condition) or did not describe an example (control), then completed the guilt measure. Analyses revealed that (a) consistent with Study 1, FGCs reported higher guilt than CGCs and minorities reported more guilt than Whites, and (b) FGCs in the help condition reported significantly less guilt than FGCs in the control condition and reported no differences in guilt from CGCs across conditions. Finally, perceptions of family struggle mediated this relationship such that reflecting on helping one's family led to perceiving less family struggle, which led to less family achievement guilt for FGCs
Developmental psychology · Ethnic group · Ethnically diverse · Perception · Attachment and Relationship Dynamics · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Higher Education Research Studies · Psychology · Social Psychology
Grolar bears, social class, and policy relevance
Immigrant adolescents’ roots and dreams
Family and higher education
Elevating the Objectives of Higher Education to Effectively Serve Students From Diverse Socioeconomic Backgrounds
What We Bring With Us
College for All and the Postsecondary Experiences of Rural First-Generation College Students
From First to First
Structured Happenstance
Asymmetries in Mutual Understanding
Parental Involvement and College Enrollment
An Earth-Centered Experiential Psycho-Educational Counseling Group for Native American College Students
Developing a Family Achievement Guilt Scale Grounded in First-Generation College Student Voices
Discrimination and Perceived Cultural Mismatch Increase Status-Based Identity Uncertainty
Converging Identities
Future-Oriented Motivation and Emotion Regulation Jointly Decreased Acculturative Stress in University Students With Multiple Marginalized Identities
“We Support You … to an Extent”
Filial responsibility, bicultural competence, and socioemotional well-being among Latina college students
The value of scholar-practitioner cultural intuition in transforming educational systems
It’s Easy to Feel Alone, But When You Have Community, it Makes [College] a Lot Easier
You Never Become Fully Independent”
The Graduate School Pipeline and First-Generation/Working-Class Inequalities
The role of psychological factors and institutional channels in predicting the attainment of postsecondary goals
Dropping Out is Not an Option”
Profiles of youth’s values prior to postsecondary transitions
Disentangling the impact of social disadvantage on ‘becoming employable’
Validation and measurement invariance of a First-Generation College Student Identity Scale
Outcomes for underrepresented and misrepresented college students in service-learning classes
Stress, coping, and perceived academic goal progress in first-generation college students
Feeling at Home in College
Omission as a modern form of bias against Native Peoples
I have to play the game to get what I want’
The Guilt of Success
Using Digital Storytelling to Address Mental Health Issues Among Latinx Undergraduate Students
Accessing Resistance Capital
The Open Door
He Wanted Me to Achieve that for Our Family and I Did, Too”
Introduction to the Special Issue on Communication in Black Families
Family Work Histories
Introduction to the Special Issue—A Class of Our Own
The Experience of Low‐SES Students in Higher Education
Taking a social‐class‐in‐context perspective on the psychology of social class
Mood regulation and relationship quality predict change in homesickness during college
Retaining College Students Experiencing Shocks
Applying the Family Fundamental Interpersonal Relations Orientation Model to the Study of First-Generation College Students
Mobility and Inequality in the Professoriate
Mexican-Origin College Students' Stress, Sibling Relationships, Academic Motivation, and Depressive Symptoms
Learning to be Legal
Not a Problem to Be Fixed
Different by definition
The Norms That Drive Behavior
Attitudes toward Family Obligations among American Adolescents with Asian, Latin American, and European Backgrounds
U.S and Chinese cultural beliefs about learning.
Recursive Processes in Self-Affirmation
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
How college affects students
When Choice Does Not Equal Freedom
Cultural models of education in American Indian, Asian American and European American contexts
Financial Socialization of First-year College Students
Cultural mismatch and the education of Aboriginal youths
Survivor guilt, submissive behaviour and evolutionary theory
Race and Ethnic Variation in Norms of Filial Responsibility among Older Persons
The moderator-mediator variable distinction in social psychological research
On the cultural guises of cognitive dissonance
Unseen disadvantage
Links between race/ethnicity and cultural values as mediated by racial/ethnic identity and moderated by gender
Choice as an act of meaning
Acculturation Rating Scale for Mexican Americans-II
Extended Kinship in the United States
Racial and Ethnic Differences in Extended Family Households
| Unique citing works | 50 |
|---|---|
| Citations per year | 4,55 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 49 |