Equity groups and predictors of academic success in higher education

Research studies in the United States of America identified differences between First in Family (FiF) and non-FiF students. There is contradictory evidence regarding differences in college achievement between FiF and non-FiF students in the USA. Some studies found no differences (Inman and Mayes, 1999; Strage, 1999) and other studies indicated lower [grade point averages] GPAs for first-generation students (Martinez, Sher, Krull and Wood, 2009; Pascarella et al., 2004). Australian research on FiF university students is limited in number and in the scope of variables that may impact on achievement and university experience. The limited research on FIF students in the Australian context has covered aspects related to decision-making and enrolment patterns as well as attributions and indicators of success (Luzeckyj et al., 2011). These students were more likely to be enrolled in certain degrees (Education, Economics and Science as opposed to Law, Medicine and Engineering), be older, and come from a rural background. The aim of this study was to investigate the influence of FiF status, socio-economic and demographic contributors to the academic outcomes of students enrolled in a large regional Australian university.

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