Research studies have converged to show that first-generation students – whose parents have not received any post-secondary or university education – may not have equal opportunities for academic success, even if they have equal access to education. What makes them different from continuing generation students, who have at least one parent received tertiary education? Previous studies have identified a cultural mismatch between their social class background and the school culture had put them in a structural disadvantageous position during their education attainments and even persisted until graduation. Yet, compared to the macro level, there is limited attention on their differences in psychological characteristics. To address this, this research examines the similarities and differences of Big Five personality traits – extraversion, neuroticism, agreeableness, conscientiousness, and openness to experience – among groups of first-generation and continuing-generation students. Personality traits are intra-individually invariable, are stable across time, and have important implications in influencing behaviors, including learning and achievement. Independent Sample Test results from 181 university students (75% first-generation students) showed that continuing-generation students are higher in extraversion, agreeableness, conscientiousness, and openness to experience than first-generation students. This finding holds promise for the effect of upbringing experience and personality traits. It also recognizes the differences that contribute to the social class background.

Author: Hilary Ka Yan Ng

Published in: Canada International Conference on Education, 2024

• Date of Conference: 23-25 July, 2024
• DOI: 10.20533/CICE.2024.0010
• Electronic ISBN: 978-1-913572-65-5
• Conference Location: Toronto Metropolitan University, Toronto, Canada