Progress has been made in retaining and graduating traditional-age first-generation college students at four-year institutions. First-generation students, however, often experience college differently because of external factors, which can negatively influence their learning experience and overall satisfaction. This study explored learning and satisfaction measures of seniors at a small private university in the Midwest. Using Astin’s I-E-O model (1970), the following variables were considered: precollege student characteristics (input); academic engagement, co-curricular activities, campus relationships (environment); and satisfaction, learning (outcome). The sample consisted of seniors participating in NSSE and/or ETS MAPP (n=342). Findings confirmed that first-generation students typically worked more for pay, commuted, and had greater financial need. Results of the analysis of learning and satisfaction however, indicated no difference between the two groups (p
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Mahan, David; Wilson, Kristin B.; Petrosko, Joseph M. Jr.; and Luthy, Michael R.
"Is Retention Enough? Learning and Satisfaction of First-Generation College Seniors,"
Kentucky Journal of Higher Education Policy and Practice:
1, Article 1.
Available at: http://uknowledge.uky.edu/kjhepp/vol3/iss1/1