First-generation students make up half of all undergraduates, but only one quarter of them retain and graduate with a degree.
A recent study from the National Bureau of Economic Research analyzed first-generation student data against that of their continuing-generation peers to identify gaps in the classroom that may be hindering their success. Researchers found that first-generation students who received lower-than-expected grades in their first term were more likely to leave college entirely compared to their peers who also underperformed but utilized other pathways to continue in higher education.
The findings point to a need for additional support resources to help first-generation students understand academic recovery opportunities—including course withdrawal and switching majors—to promote persistence to graduation.
Digging into data: The study relies on transcript data from 145,000 first-year students at Arizona State University from 2000 to 2022, as well as survey data fielded during the 2021–22 academic year.
Researchers found that parental education is a significant predictor of a student’s academic success, even when controlling for a variety of characteristics, including demographics, household income, major choice and early college performance.
One distinguishing factor between continuing and first-generation students was their use of academic policies to protect their grades. First-generation students were less likely to change their majors or withdraw from courses, strategies that some students deploy to save their GPAs. They were also less likely to know their peers or turn to family members for support when faced with academic challenges, researchers wrote.
“First-generation students who encounter negative grade events have about a 40 percent likelihood of dropping out, which is around five percentage points higher than observationally identical continuing generation students who face the same academic setback,” according to the study. “Rather than dropping out, we find that continuing-generation students who face academic difficulties in their first year are more likely to switch majors.”
Researchers surveyed students to understand how their academic perceptions and outcomes could influence their retention. Results showed that first-generation students were more likely to consider poor grades as detrimental to their success or a signal of their academic failure, which might push them to drop out.
One example of this was the decision to switch majors. While all students were more likely to switch majors if their first semester grades fell below a 3.0 GPA, continuing-generation students were much more likely to switch their major because of lower grades; first-generation students were more inclined to remain in their major even with poor grades.
Researchers hypothesized that first-gen students may be less likely to switch majors because they have a less differentiated perspective on major earnings, meaning they expect similar earnings after graduating college regardless of their major. Therefore, poor grades in one major would mean poor outcomes in all fields—not just that particular program.
Survey Says
A 2025 Student Voice survey by Inside Higher Ed and Generation Lab found that 55 percent of first-generation students said one of their top reasons for deciding to attend college was to pursue a specific career or profession.
First-generation students were slightly more likely to say they enrolled to increase their earning potential or to achieve a personal goal, compared to their continuing-generation peers.
One solution: As part of the study, researchers evaluated Arizona State University LEAD (Learn Explore Advance Design), a program that supports incoming students with lower grades or test scores. LEAD participants complete special first-year courses that focus on durable skills including time management and offer smaller class sizes and more interaction with faculty. The program also has dedicated staff and peer mentors who support incoming students.
Data shows the program effectively helped students learn to navigate the university; participants had a slightly higher GPA and reported a greater sense of belonging and positive mental health. LEAD students were also more likely to switch majors and less likely to declare an undecided major, signaling to researchers that the program improved students’ cultural capital and flow of information.
Related Research: First-generation students can be left behind in the classroom because they’re unaware of the “hidden curriculum,” or unspoken norms and processes involved in navigating higher education.
Similarly, one research project found that first-generation students were less aware of conduct systems and how to interpret the student handbook, which could result in disproportionate disciplinary action.
How does your college help first-generation students navigate the hidden curriculum? Tell us more here.
