A recent report conducted by the National Center for Education Statistics (NCES) has shed light on the differences in demographics among first-generation college students in the United States. The study, titled “Exploring the Differences in First-Gen Demographics in English,” sought to investigate the background characteristics of first-generation students who are studying English as a major.
The report found that first-generation students pursuing a degree in English come from a variety of backgrounds and experiences. According to the study, first-generation English majors are more likely to be female (61%) than their non-first-generation counterparts (54%). Additionally, first-generation students enrolled in English programs tend to come from lower-income households and are more likely to be the first in their family to attend college.
Furthermore, the report revealed that first-generation English majors are more racially and ethnically diverse compared to their non-first-generation peers. Approximately 29% of first-generation students studying English identify as Hispanic, while 17% identify as Black or African American. In contrast, non-first-generation students pursuing an English major are predominantly White (62%).
The study also highlighted disparities in academic preparation between first-generation and non-first-generation English majors. First-generation students were found to be more likely to have lower high school GPAs and standardized test scores, suggesting that they may face additional challenges in their academic pursuits.
Despite these differences, the report noted that first-generation English majors are just as likely as their non-first-generation counterparts to complete their degree within six years. This suggests that while first-generation students may face unique obstacles, they are nonetheless able to persevere and succeed in their academic endeavors.
In conclusion, the report “Exploring the Differences in First-Gen Demographics in English” provides valuable insights into the background characteristics of first-generation students studying English. By understanding these differences, educators and policymakers can work towards creating more equitable and inclusive opportunities for all students, regardless of their background or experiences.
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