Abstract
A survey of 5,037 applicants to 12 colleges in the University of Kentucky Community College System revealed that first-generation enrollees came from a unique socioeconomic background, were motivated by a different set of goals, and were constrained by a different set of limitations than those whose parents were college educated (based on cui-square analyses and t tests). No significant differences were detected, however, between first-generation and other students in their total hours earned and cumulative GPAs at the end of their first year attending a college in the system.
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