Utilizing Social Class Bicultural Identity Integration to Improve Outcomes for First-Generation College Students

Although many theories have been proposed to explain the social class achievement gap between first-generation (FGC) and continuing-generation (CGC) college students, few have taken into account the idea that FGC students need to acculturate to the culture of college. Just as people who move to another country face challenges adjusting to a new cultural context, so may FGC students as they attempt to navigate the middle-class culture of the university. We propose that people can be bicultural as a function not only of different ethnic or national identities, but also because they may have multiple social class identities. The present article integrates research and theory regarding social class, biculturalism, and bicultural identity integration. We also highlight recent empirical findings from our research program on social class bicultural identity integration, demonstrating that integrated social class identities are linked with better health, well-being, performance, and persistence among FGC students. We conclude by discussing implications of this research for psychological and policy interventions that aim to improve FGC students' college transitions, performance, and persistence. What is the significance of this article for the general public? While first-generation college (FGC) students comprise a significant and increasing portion of undergraduates in the United States, the social class achievement gap persists. We propose that part of the challenge faced by FGC students is the transition to the new, middle-class culture of college, and that students with integrated identities-those who feel their cultural identities are harmonious and compatible-experience improved health, well-being, and performance. We examine the ways that students, their families, and universities can utilize the identity integration framework to improve experiences, performance, and persistence for FGC students.