Anticipatory Socialization, Adjustment to University Life, and Perceived Stress: Generational and Sibling Effects

Abstract

The purpose of this study was to compare anticipatory socialization experiences, adjustment to university life, and perceived stress of first- and second-generation university students, and first- and second-sibling students. The study employed a standardized questionnaire, in-depth interviews, and focus groups. As predicted, having a parent who had attended a university helped second-generation students feel more prepared for the university experience. However, second-generation students felt no more successful than first-generation students. Likewise, neither generation nor sibling status had an effect on grade point average. However, having an older sibling who had attended a university was related to completing more credit hours, suggesting that siblings may play a role in persistence. Perhaps one of the most interesting findings of the study was that second-generation status had essentially no effect in reducing the stress levels of students. The advantage of being a second-generation student seemed to be counterbalanced by parental pressure for high academic achievement.