On First Generation Student Success in General Chemistry: The Role of Attitude, Self-Concept, and Belonging

Data from general chemistry and other first year courses at our university reveals an increasing disparity in DFW outcomes (i.e., grades of D or F or withdrawal) for First Generation college students (FGCS), defined at our institution as students for whom neither parent earned a bachelor’s level degree. To explore this trend and develop effective interventions, we have conducted a longitudinal study, framed around Nicholson’s transition theory and its associated four phases (preparation, encounter, adjustment, stabilization), on a student cohort entering in Fall 2023. Thus, a diagnostic instrument was given at the beginning of the Fall 2023 semester across all sections of general chemistry I (GCI) and again at the beginning of the following spring semester across all sections of general chemistry II (GCII). This diagnostic yielded nine distinct factors related to a) chemistry knowledge, b) attitudes toward chemistry, c) chemistry self-concept, and d) academic or course-level belonging. Probing the preparation and encounter phases, we find significant differences between FGCS and non-FGCS across five of the nine measures, with lower values observed for FGCS in every category apart from belonging uncertainty. Significant differences in midsemester and final GPA in GCI were observed, roughly 0.5 GPA point (4 pt scale) lower for FGCS. To probe the adjustment and stabilization phases, a paired analysis of the spring/fall diagnostic results was conducted, which revealed significant decreases for FGCS in sense of belonging and academic capability self-concept. At the end of GCII, we observed a similar, roughly 0.5 GPA point difference between FGCS and non-FGCS. Following this cohort to organic chemistry, where roughly the same percentage of each group made the transition, we find that the difference in GPA was smaller and no longer significant, suggesting that, at least for this cohort, subject/course level stabilization may have occurred by year 2. At the institutional level, retention data across the entire university shows a lower retention rate for FGCS, which initially widens but stabilizes by the end of the fourth semester, illustrative perhaps of similar rates for course level and institutional level stabilization. While there are important limitations of this study, our findings support early interventions for FGCS aimed at increasing sense of belonging, reducing belonging uncertainty, and strengthening self-concept.