Perceived Social Support, Career Aspiration and School Engagement of First Generation Learners and Second Generation Learners

Abstract

The term ‘first generation learners’ refers to students who are first ones in their entire family to
go to school and receive an education. The present study is quantitative study which adopts a
factorial design in which first-and second generation learners and gender are treated as the
Independent Variables, and perceived social support and its dimensions, career aspirations and
its dimensions and student school engagement and its dimensions are considered as Dependent
Variables. The present study also adopts a correlational design to determine whether perceived
social support and career aspirations predict student school engagement in first and second
generation learners (girls and boys). Non-probability purposive sampling technique was used to
select a sample of 150 first generation learners and 150 second generation learners from
Hyderabad. Results showed that there were significant differences between the two groups with
respect to career aspirations, educational aspirations and leadership aspirations. Significant
gender differences were observed with respect to belonging support and educational aspirations. Stepwise regression analyses showed that perceived social support and career aspirations and their dimensions are predictors of student school engagement and its dimensions in both first and second generation learners. Such results highlight the importance of formulating policies to improve the status of first generation learners, taking into consideration their economic status and other cultural and psychological aspects. Workshops for educationalists and school counsellors who may work closely with first-generation students should address issues that may be particularly relevant to this group.