Social Class Identity Integration and Success for First-Generation College Students: Antecedents, Mechanisms, and Generalizability

Sarah D. Herrmann, Michael E.W. Varnum, Brenda C. Straka, Sarah E. Gaither

Research output: Contribution to journalArticlepeer-review

Abstract

Social class bicultural identity integration research demonstrates that integrated social class identities are linked with better health, well-being, and academic performance among first-generation students. Here, we demonstrate that exposure to college graduates in students’ home neighborhoods before college is positively related to higher social class bicultural identity integration (Study 1), that the effect of identity integration on academic performance is mediated by academic self-efficacy (Study 2), and that the effects of identity integration on acculturative stress, life satisfaction, and overall health outcomes observed at a large, public university replicated at selective, private universities (Study 3). This suggests that the identity integration framework is a useful theoretical lens to conceptualize and predict health and performance outcomes for first-generation students.

Original languageEnglish (US)
JournalSelf and Identity
DOIs
StateAccepted/In press - 2021
Externally publishedYes

Keywords

  • academic performance
  • bicultural
  • First-generation college students
  • well-being

ASJC Scopus subject areas

  • Psychology(all)

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