Publication details

Akademická a sociální integrace do studia na vysoké škole u první generace vysokoškoláků : přehledová studie

Title in English Academic and social integration of first-generation university students : Literature review


Year of publication 2021
Type Article in Periodical
Magazine / Source Studia paedagogica
MU Faculty or unit

Faculty of Arts

Keywords first-generation university students; academic integration; social integration; socioeconomic status; personal belongingness; social roles
Description In the last ten years, tertiary education in the Czech Republic has balanced between the phases Trow described as “mass” and “universal”. Thus, a wide range of beginning students come to colleges and are integrating into the college environment for the first time. These students include a group for whom the integration process is more demanding than for their colleagues. This group is the first-generation university students whose family members do not have a college degree. First-generation students go through the process of integration as the first in their family, This experience involves certain specific characteristics of the integration process, in both the academic and social spheres. This review summarizes the knowledge, mostly from foreign research, that addresses the problems of academic and social integration, and specifically that addresses the issue of firstgeneration university students. This text aims to answer the following questions: (1) What is the process of academic and social integration into university studies? (2) Who are first-generation university students, and why should we focus on this group of newcomers?, and (3) What specific characteristics affect the academic and social integration of first-generation university students? An analysis of the texts shows the attributes of first-generation college students that influence the process of their academic and social integration. These attributes are the socioeconomic status of the student and their family, personal identity and role conflict, and lack of experience with the tertiary education system. According to Cross, these individual factors influencing the entry process into tertiary study can be interpreted as institutional, situational, and dispositional barriers.
Related projects:

You are running an old browser version. We recommend updating your browser to its latest version.

More info