The Impact of Low-Income Status on Co-Curricular Engagement in First-Generation Students
Type of Presentation
Poster Session
Location
University Library
Start Date
4-9-2026 2:00 PM
End Date
4-9-2026 3:15 PM
Description of Program
First-generation low-income students are often unable to participate in co-curricular activities, clubs, and internships. This leaves them at a disadvantage compared to their higher-income continuing-generation peers. This study will assess levels of co-curricular engagement to determine if this pattern is present at Governors State University.
Abstract
First-generation (FG) students are those whose parent or parents have not earned a baccalaureate degree. A significant percentage of FG students also come from low-income (LI) backgrounds (RTI International, 2023). These intersectional students are often unable to participate in co-curricular activities, such as social or special interest clubs, research or internships. These barriers stem from their socioeconomic status and can include long work hours and family responsibilities. With restricted ability to engage in co-curricular activities, including leadership roles, FG students struggle to compete with their higher-income (HI) and continuing-generation (CG) peers for admission to graduate school and employment (RTI International, 2024). Using a self-report survey at a mid-size public university with a student population that is over 50% low-income and over 40% first-generation, I expect to find that low-income, first-generation students will be less actively engaged in co-curricular activities than their higher-income continuing generation peers, such that LI/FG students < LI/CG students < HI/FG students < HI/CG students, which would mean that income status is a more significant factor than generation status for engagement.
Faculty / Staff Sponsor
Dr. Sasha N. Cervantes
The Impact of Low-Income Status on Co-Curricular Engagement in First-Generation Students
University Library
First-generation (FG) students are those whose parent or parents have not earned a baccalaureate degree. A significant percentage of FG students also come from low-income (LI) backgrounds (RTI International, 2023). These intersectional students are often unable to participate in co-curricular activities, such as social or special interest clubs, research or internships. These barriers stem from their socioeconomic status and can include long work hours and family responsibilities. With restricted ability to engage in co-curricular activities, including leadership roles, FG students struggle to compete with their higher-income (HI) and continuing-generation (CG) peers for admission to graduate school and employment (RTI International, 2024). Using a self-report survey at a mid-size public university with a student population that is over 50% low-income and over 40% first-generation, I expect to find that low-income, first-generation students will be less actively engaged in co-curricular activities than their higher-income continuing generation peers, such that LI/FG students < LI/CG students < HI/FG students < HI/CG students, which would mean that income status is a more significant factor than generation status for engagement.