College Experiences and Self-Efficacy of First-Generation Students versus Other Students Enrolled in a STEM Discipline at a Historically Black College and University

The primary purpose of this study was to determine the differences in the levels of academic and social engagement and college self-efficacy between first-generation and other college students enrolled in a STEM discipline at a Historically Black College and University. A two-group ex post facto research design using two questionnaires was used for the study. A stratified sample of 90 college students participated in the study. The data for the research questions were analyzed using descriptive and inferential statistics based upon the subscales of the College Student Experiences Questionnaire and the College Self-Efficacy Inventory.;These findings indicated that there were significant differences among first-generation and other college students who were enrolled in a STEM discipline at a HBCU. Statistically significant differences between first-generation and other college students were found for 3 items in the academic integration category: used a computer to analyze data (p = .044), talked about art or theater (p = .044), and talked about music or musicians (p = .003). First-generation college students felt that they " often" used a computer to analyze data and " often" talked about music or musicians with other students, friends, or family members whereas other students felt "very often" and "often" respectively. First-generation college students felt that they "occasionally " talked about art or the theater with other students, friends, or family members whereas other students reported that they " often" talked about art or the theater with other students, friends, or family members.;In addition, a statistically significant difference between first-generation and other college students was found for 4 items in the social integration category: "met other students," (p = .017); "used campus recreational facilities," (p = .050); "identified with a character," (p = .050); and "became acquainted with student, " (p = .035). Both groups felt that meeting others and identifying with a character would happen "often. " Both groups differ for using campus recreational facilities and becoming acquainted with students whose family background was different. First-generation students reported that "occasionally" and "often" whereas the other college students felt "often" and "very often" that using campus recreational facilities and becoming acquainted with students whose family background was different would happen.;The study documented the impact of the nurturing environment that exist at an HBCU and focused on the academic and social engagement and self-efficacy aspects of attending college. This research provides clues on ways that college administrators and researchers can assist this group of students. Implications for future research and policymakers are discussed.