Date of Award
6-19-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Dr. Mahauganee Bonds
Committee Members
Dr. Heriberto Garcia Nunez; Dr. Peter Ghazarian
Abstract
This study examined differences in academic success between first-generation college students and non-first-generation college students enrolled in community colleges in the South Texas region. National research has consistently reported that first-generation college students tend to experience lower academic outcomes; however, limited empirical evidence exists regarding whether these disparities persist within South Texas, a region characterized by a high Hispanic student population and a substantial proportion of first-generation students. This gap limits the ability of institutions to make context-specific decisions that support student success. The purpose of this study was to compare grade point average, fall-to-fall retention, and graduation outcomes between first-generation and non-first-generation college students in South Texas. The study was guided by the Inputs–Environment–Outcomes model, which conceptualizes student characteristics as inputs and academic performance as outcomes within an institutional context. A quantitative, quasi-experimental research design was implemented using archival institutional data. The final sample consisted of 1,892 community college students, including 1,108 first-generation students and 784 non-first-generation students. Due to non-normal distribution, a nonparametric test was used to examine differences in grade point average, while chi-square tests were conducted to analyze retention and graduation outcomes. The results indicated no statistically significant differences between first-generation and non-first-generation college students of the South Texas region in grade point average, retention, or graduation. These findings suggest that first-generation status alone was not a determining factor in academic success within the sampled institutions and timeframe. The findings contribute region-specific evidence that challenges commonly reported national trends and highlight the importance of contextual institutional factors. Implications for practice include the continued development of support services that benefit all students regardless of generational status. Future research should expand the geographic scope, incorporate additional institutional variables, and further examine environmental factors that may influence student outcomes. Keywords: first-generation college students, community colleges, academic success, retention, graduation, South Texas.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Guerrero, Obed, "College Success Comparison Between First-Generation College Students and Non-First-Generation College Students in the South Texas Plains" (2026). Student Theses and Dissertations. 1190.
https://arch.astate.edu/all-etd/1190
