Does Undergraduate Research Break the Barrier for First-Generation Students?

Abstract

First-generation students have historically faced challenges navigating higher education and utilizing on-campus opportunities that aid in the development of career-readiness competencies, identified by the National Association of Colleges and Employers (NACE). In recent years, undergraduate research has been found to be an effective mechanism for students to develop these skills. Our study investigates how engagement in research experiences affects the development of career-readiness competencies and post-college plans among first-generation undergraduate students. We first surveyed first-generation undergraduate students about their involvement in various extracurricular activities and their perceived confidence in five key NACE career-readiness competencies to compare responses between students who participated in undergraduate research and those who did not. Respondents were then invited to participate in a follow-up interview to discuss their skills and experiences in further detail. Survey data were analyzed using descriptive statistics and correlation analysis, while interview transcripts were analyzed using thematic and sentiment analysis. We will discuss the key themes identified between undergraduate research and first-generation career-readiness skill development, outline insights to improve opportunities and support systems for these students, and suggest directions to take research as it concerns first-generation students