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Over the period of four years, the author studied the academic success of 215 first-generation students at a public research university in the Southeast U.S. by examining non-cognitive variables and SAT scores. The results show that non-cognitive variables are better indicators for continuing enrollment and moderate predictors for GPAs of students of color. Implications for student services and college admissions are discussed, and limitations of the study are presented. Today, more than 20 percent of the undergraduate student population at four-year institutions in the U.S. are first-generation students (Nunez and Cuccaro-Alamin 1998). First-generation students are generally defined as those whose parents have no college or university experience (Billson and Terry 1982; Nunez and Cuccaro-Alamin 1998; York-Anderson and Bowman 1991). Several researchers found that first-generation college students are at a higher risk for attrition than second-generation students (Pratt and Skaggs 1989; Terenzini et al. 1996). Firstgeneration students usually have lower high school GPAS, SAT scores, and educational aspirations (Nunez and Cuccaro-Alamin 1998; Riehl 1994; Terenzini et al. 1994, 1996). Their comparatively weak academic background may be related to their personal and family background (Levine and Nidiffer 1996; Rhorrer and Clark 1997; Riehl 1994). They are more likely to come from low-income families, enroll as part-time students, and commute to school. They also usually lack parental support, as their parents do not recognize the need for higher education and do not understand how to apply for and obtain financial aid (Rhorrer and Clark 1997; York-Anderson and Bowman 1991). First-generation students of ethnic minorities may face more challenges. Richardson and Skinner (1990) found that these students lack community support, role models, sufficient academic preparation, and often experience discrimination. Riehl (1994) reported that the first-generation student had a significantly lower first-semester GPA and higher dropout rate than other students. In a report of the National Center for Education Statistics (NCES), Nunez and Cuccaro-Alamin (1998) found that first-generation students were less likely to persist in higher education and complete their degrees. University administrators need more information about first-generation students to provide appropriate services. However, relatively little information is found on how the students' background and problems relate to their performance and retention in college. Also, little has been written on first-generation students from an ethnic minority background. This study examined factors of retention for students of color. Studies have found that a number of non-cognitive factors are related to academic achievement and student retention of nontraditional students. These include: positive self-concept, a realistic self-appraisal system, preference for long-term goals, a strong supportive person, leadership experience, demonstrated community service, and acquired knowledge in a field (Hood 1992; Ting 1998; White and Sedlacek 1986). The conceptual basis of these factors addresses the psychosocial and cultural background of the students and their abilities to integrate into the new university community. Previous studies show that the non-cognitive factors were similar or more effective than standardized test scores in predicting changes of academic achievement over a four-year college study (Tracey and Sedlacek 1985, 1987). For example, self-concept and self-appraisal were found to be consistent factors in college years while long-term goals, acquired knowledge in a field, and coping with racism were factors in latter years. The current study also examined the longitudinal relationship between non-cognitive factors and academic achievement. Method PARTICIPANTS Two-hundred fifteen first-generation students participated in a new student orientation with other students at a Southeastern public research university. …
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