Stereotypes concerning first-generation university students and correlates in higher education

Abstract First-generation students are no longer a minority in higher education. However, their experience differs from continuing-generation students in several ways: For example, many of them report a lower sense of belonging and lower study satisfaction. Research has suggested different explaining mechanisms for these findings, one of which are negative stereotypes about the competence of students with lower social status, which, in turn, may lead to social identity threat. However, it is not clear whether and to which extend findings about social status related stereotypes translate to the group of first-generation students - especially not outside of the U.S. In this study, N = 459 German university students reported stereotypes about first-generation students, continuing-generation students, and students in general. Based on a mixed methods approach using qualitative and quantitative data, results indicated that other than expected, first-generation students were perceived as more competent than continuing-generation students and were also ascribed attributes like resilient, independent, and brave. Yet, first-generation students expected the competence of their group to be perceived as lower by others than continuing-generation students did. Furthermore, social identity threat was not related to sense of belonging in first-generation students and sense of belonging was not stronger related to study satisfaction for first-generation students either. However, first-generation students reported a lower sense of belonging than continuing-generation students. Limitations and practical implications are discussed.