Separate ways, worlds apart: exploring changes in first-generation college student attachment levels

Abstract

First-generation college students are a prominent population in higher education. This quantitative study examined differences in college student attachment towards parents and peers based on first-generation student status and academic class standing. Participants took the Inventory of Parent and Peer Attachment (IPPA). Data analysis revealed that first-generation students have significantly different levels of trust, communication, alienation, and attachment towards their parents than nonfirst- generation students. Academic class standing was not found to be significantly related to attachment scores. The discussion states that first-generation college students have unique relationships with their parents. Both first-generation college students and their parents may require more resources, guidance, and support than non-first-generation students in order to stay and succeed in college.