Associations Between Low-Household Income and First-Generation Status With College Student Belonging, Mental Health, and Well-Being

Philip Kreniske; Claude A. Mellins; Eileen Shea; Kate Walsh; Melanie Wall; John S. Santelli; Leigh Reardon; Shamus Khan; Tse Hwei; Jennifer S. Hirsch

doi:10.1177/21676968221124649

Associations Between Low-Household Income and First-Generation Status With College Student Belonging, Mental Health, and Well-Being

Philip Kreniske, Claude A. Mellins, Eileen Shea, Kate Walsh, Melanie Wall, John S. Santelli, Leigh Reardon, Shamus Khan, Tse Hwei, Jennifer S. Hirsch

Sociology

Research output: Contribution to journal › Article › peer-review

Abstract

Entering college is recognized as a developmental milestone. Completing college is difficult, however, and students who are first-generation (FG) or low-income (LI) or both (FGLI) encounter unique challenges. In secondary analysis of data from a population-based survey (N=1671 undergraduates) at two interconnected highly-selective institutions of higher education, we examined belonging, mental health, and well-being comparing the overall student body to FG, LI, and FGLI students. Most FG, LI, and FGLI students reported a strong sense of belonging, few mental health symptoms, and good general health and well-being. Compared to the overall student body, FG, LI and FGLI students reported lower levels of perceived family support, worse sleep quality, and worked more hours for pay; FG and FGLI students reported higher symptoms of depression; LI and FGLI reported less hazardous drinking. Interventions and programmatic changes at the institutional level are needed to build campuses where students of all backgrounds can thrive.

Original language	English (US)
Pages (from-to)	710-720
Number of pages	11
Journal	Emerging Adulthood
Volume	11
Issue number	3
DOIs	https://doi.org/10.1177/21676968221124649
State	Published - Jun 2023

All Science Journal Classification (ASJC) codes

Experimental and Cognitive Psychology
Developmental and Educational Psychology
Life-span and Life-course Studies

Keywords

first-generation college students
mental health
sense of belonging
socioeconomic status
well-being

Access to Document

10.1177/21676968221124649

Cite this

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title = "Associations Between Low-Household Income and First-Generation Status With College Student Belonging, Mental Health, and Well-Being",

abstract = "Entering college is recognized as a developmental milestone. Completing college is difficult, however, and students who are first-generation (FG) or low-income (LI) or both (FGLI) encounter unique challenges. In secondary analysis of data from a population-based survey (N=1671 undergraduates) at two interconnected highly-selective institutions of higher education, we examined belonging, mental health, and well-being comparing the overall student body to FG, LI, and FGLI students. Most FG, LI, and FGLI students reported a strong sense of belonging, few mental health symptoms, and good general health and well-being. Compared to the overall student body, FG, LI and FGLI students reported lower levels of perceived family support, worse sleep quality, and worked more hours for pay; FG and FGLI students reported higher symptoms of depression; LI and FGLI reported less hazardous drinking. Interventions and programmatic changes at the institutional level are needed to build campuses where students of all backgrounds can thrive.",

keywords = "first-generation college students, mental health, sense of belonging, socioeconomic status, well-being",

author = "Philip Kreniske and Mellins, {Claude A.} and Eileen Shea and Kate Walsh and Melanie Wall and Santelli, {John S.} and Leigh Reardon and Shamus Khan and Tse Hwei and Hirsch, {Jennifer S.}",

note = "Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was funded by Columbia University through generous support from multiple donors. Philip Kreniske{\textquoteright}s contributions were supported by grants from the National Institute of Mental Health (K01MH122319, Principal Investigator, Philip Kreniske; T32MH019139 Principal Investigator, Theodorus Sandfort; P30MH43520, Principal Investigator, Robert Remien). Jennifer Hirsch{\textquoteright}s time was supported in part by funding from the Eunice Kennedy Shriver National Institute of Child Health and Human Development under grant number P2CHD058486, awarded to the Columbia Population Research Center. The content is solely the responsibility of the authors and does not necessarily represent the official views of National Institute of Mental Health or the National Institutes of Health or Columbia University. Publisher Copyright: {\textcopyright} 2022 Society for the Study of Emerging Adulthood and SAGE Publishing.",

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AU - Wall, Melanie

AU - Santelli, John S.

AU - Reardon, Leigh

AU - Khan, Shamus

AU - Hwei, Tse

AU - Hirsch, Jennifer S.

N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was funded by Columbia University through generous support from multiple donors. Philip Kreniske’s contributions were supported by grants from the National Institute of Mental Health (K01MH122319, Principal Investigator, Philip Kreniske; T32MH019139 Principal Investigator, Theodorus Sandfort; P30MH43520, Principal Investigator, Robert Remien). Jennifer Hirsch’s time was supported in part by funding from the Eunice Kennedy Shriver National Institute of Child Health and Human Development under grant number P2CHD058486, awarded to the Columbia Population Research Center. The content is solely the responsibility of the authors and does not necessarily represent the official views of National Institute of Mental Health or the National Institutes of Health or Columbia University. Publisher Copyright: © 2022 Society for the Study of Emerging Adulthood and SAGE Publishing.

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N2 - Entering college is recognized as a developmental milestone. Completing college is difficult, however, and students who are first-generation (FG) or low-income (LI) or both (FGLI) encounter unique challenges. In secondary analysis of data from a population-based survey (N=1671 undergraduates) at two interconnected highly-selective institutions of higher education, we examined belonging, mental health, and well-being comparing the overall student body to FG, LI, and FGLI students. Most FG, LI, and FGLI students reported a strong sense of belonging, few mental health symptoms, and good general health and well-being. Compared to the overall student body, FG, LI and FGLI students reported lower levels of perceived family support, worse sleep quality, and worked more hours for pay; FG and FGLI students reported higher symptoms of depression; LI and FGLI reported less hazardous drinking. Interventions and programmatic changes at the institutional level are needed to build campuses where students of all backgrounds can thrive.

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Associations Between Low-Household Income and First-Generation Status With College Student Belonging, Mental Health, and Well-Being

Abstract

All Science Journal Classification (ASJC) codes

Keywords

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