Using longitudinal data from the Wabash National Study of Liberal Arts Education, our findings suggest that first-generation students are at a significant disadvantage across cognitive and psychosocial outcomes compared to students whose parents have at least some postsecondary education. Furthermore, we tested for the conditional effects of good practices on firstyear outcomes and found that effects of good practices on both cognitive and psychosocial outcomes differed in magnitude, and sometimes in direction, for first-generation versus non-firstgeneration students.
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