Exploring the Connotations and Stigma of First-Generation and Continuing-Generation College Student Terms

Oct 15, 2026

Explores the connotations and stigmas attached to the term first-generation college student (FGCS) among FGCSs and their continuing-generation peers (CGCSs) in higher education. Employs a mixed-methods design combining qualitative interviews with a quantitative survey to compare reported attitudes. Finds FGCSs more likely to experience stigma and more participants linking the word to negative associations. Identifies themes and recommends inclusive identifiers, support services, and educational campaigns to improve campus climate.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Identity is Our Understanding of Who We Are

Collective Identity and Identifiers

Emergence of the First-Generation Identifier in Higher Education

Connotations and Stigmas of FGCS and CGCS Terms

EXPLORING THE CONNOTATIONS AND STIGMA OF FIRST-GENERATION AND CONTINUING-GENERATION COLLEGE STUDENT TERMS Kennedy Honors Southern Methodist University Kalkidan W. Desta Southern Methodist University Dustin K. Grabsch Southern Methodist University Sheri Kunovich Southern Methodist University Abstract We explored the connotations and stigmas surrounding the term first-generation college student (FGCS) among FGCSs and their peers from continuing-generation backgrounds in higher education. We used a mixed-methods approach, conducting qualitative interviews to gain in-depth perspectives and a quantitative survey to gather comparative data. We found that FGCSs were likelier to experience stigma, and more participants reported a negative connection towards the word. The continuinggeneration student term had either neutral or no connotations among participants. We identified key themes that illuminated these beliefs to enhance understanding and enable professionals and institutions to improve campus climate. Our research recommends using collective identifiers for CGCS, implementing support services, and educational campaigns that cultivate an inclusive and interactive campus environment to reduce the stigma experienced by first-generation students. Keywords: stigma, first-generation college students, continuing-generation college students, connotations, mixed-method research Please direct inquires about this manuscript to: Kennedy Honors, [khonors@smu.edu](khonors@smu.edu) College Student Affairs Journal, Volume 42(2), pp. 75-90 ISSN 2381-2338 Copyright 2024 Southern Association for College Student Affairs All rights of reproduction in any form reserved. 76 College Student Affairs Journal Vol. 42, No.2, 2024 I dentity is our understanding ofwho we are and who other people are and, reciprocally, other people’s understanding of themselves and others. Due to the emergence and heightened attention on the first-generation college student (FGCS) collective identity in higher education (Wildhagen, 2015), we sought to understand the connotations and stigmas associated with the term by FGCSs and their continuing-generation college student (CGCS) peers. The extensive literature has documented substantive issues surrounding the first-generation college student experience, spanning financial, academic, and emotional (Ricks & Warren, 2021). Understanding the connotations and possible stigmas can provide insight into social and collegiate peer-group experiences so that higher education professionalsand institutions can improve campus climate by increasing positive interactions between student groups to empower FGCS and reduce the stigma they encounter. Collective Identity and Identifiers Klandermans & de Weerd (2000) distinguished an individual personal level identity from a collective group level identity. For the individual level, they relied on the distinction made by Turner and Tajfel (1979), who argued that a person has one personal and several social identities; a personal identity defines self in terms of personal attributes, and social identity defines self in terms of social category memberships. At the collective group level, collective identity is “the shared definition of a group that derives from members’ common interests, experiences, and solidarity”(Taylor & Whittier, 1992, p. 771) . According to Klandermans and de Weerd (2000), group identification forms the link between collective and social identity and thus begins the bridge between the individual and collective level of identity. Understanding personal, social, and collective identifiers unique to the university environment can prove helpful in understanding individual and peer-group experiences and have implications for campus climate. Conceptually, collective identity resides in a shared and interactive sense of we-ness and collective agency. Although the concept is distinguished analytically from personal and social identity, as Snow

FAQs

What was the purpose of the study regarding the FGCS term?

To examine the connotations and stigmas associated with the term first-generation college student among FGCSs and their continuing-generation peers.

How did the researchers collect data for the study?

They used a mixed-methods approach, combining qualitative interviews with a quantitative survey to gather in-depth perspectives and comparative data.

What did the study find about stigma and word associations?

FGCSs were more likely to experience stigma, and more participants reported negative connections to the word, while the continuing-generation student term had neutral or no connotations.

Oct 15, 2026

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