Comparaison between First and Second Generation Students: Engagement, Academic Success, and Persistence
This article summarizes a study that explored differences between first and second generation students on engagement, academic success, persistence and program language variables at Laurentian University in Sudbury. The study compared 514 first year students registered in French or English language programs with 54 % being first generation, 91,4 % Canadian citizens, 83,5 % Caucasian, and 73 % female. In this study, first generation students were older, predominantly female, registered in fewer courses and attended college in a higher proportion before going to university. More first generation students lived off campus and fewer intended to pursue their education beyond a master’s degree. First and second generation students had comparable results on all but nine engagement variables of the 2014 NSSE survey. However, program language (English or French) revealed significant differences on 24 engagement variables between students enrolled in French or English language programs. Further, those registered in French language programs had successfully completed more credits. Surprisingly, the persistence variable did not show a significant difference between the groups raising questions about the variable utilized for this purpose. Seventy-six respondents provided written comments to the open questions about the quality of their university experience and made recommendations for the institution. The comments were grouped in nine categories, four pertaining to academic matters and five to student life. In general, the comments supported or expanded upon the quantitative findings. This convergence of opinion among the respondents suggests relatively comparable student experience and general satisfaction with the choice of institution. Overall, the study showed that engagement theory can point out differences between first and second generation students particularly when comparing students studying in French or English language programs in a bilingual setting. First and second generation students studying in French language programs were more engaged on a number of variables of the NSSE questionnaire than students studying in English.