The cost of being first: Belonging uncertainty predicts math motivation and achievement for first-generation, but not continuing-generation, students

Abstract

Compared to continuing-generation students, first-generation college students face additional barriers to their sense of belonging in STEM disciplines and at selective institutions. We examined first-generation (N = 1293) and continuing-generation (N = 2150) students' perceptions of belonging uncertainty, math motivation, and math achievement at eight research and comprehensive universities. Results of the multigroup structural equation analyses suggested that first-generation students who had higher belonging uncertainty reported lower success expectancies and higher perceived costs for math. Less adaptive math motivational beliefs, in turn, predicted lower math achievement for first-generation students. For continuing-generation students, belonging uncertainty was unrelated to math expectancies, value, costs, and achievement. The multigroup analyses revealed significant differences in how expectancies and costs mediated the relationship between belonging uncertainty and math achievement for first-generation versus continuing-generation students. Results have implications for narrowing social class equity gaps in selective institutions and diversifying STEM. Educational relevance statementFirst-year college students commonly experience uncertainties about the quality of their relationships and social ties (i.e., belonging uncertainty), particularly in competitive academic environments. We examined belonging uncertainty, motivational beliefs, and achievement among first-time, first-year students enrolled in a math course in eight competitive higher education institutions. Findings revealed that for first-generation students, compared to continuing-generation students, belonging uncertainty more negatively and strongly predicted math motivation, and in turn, math achievement. These findings highlight the importance of designing belonging interventions that particularly support first-generation students' college experience as uncertainties about belonging had more negative consequences for this population. Our research has implications for narrowing equity gaps between first-generation and continuing-generation students in selective universities.