Boosting Self-Efficacy and Retention Among First-Generation College Students via Formal and Informal Strategies

Abstract: The American education system is often regarded as an engine of social mobility. However, higher education can play a major role in perpetuating social inequalities. First-generation college students often lack the social and cultural capital of their peers and graduate at lower rates than those whose parents have obtained a bachelor’s degree. This study used a mixed-methods approach, where an experimental design was first used to evaluate an intervention strategy, grounded in self-efficacy, designed to reduce the gap in college success between first-generation college students and their peers. College self-efficacy levels among males and females were also examined. When contrasting results were observed by gender, follow-up focus groups were conducted to further explore these differences. Both imposter phenomenon and stereotype threat explanations for the gender differences were observed.