First-in-Their-Family Students at University: Can Non-Cognitive Skills Compensate for Social Origin?

Rebecca Edwards, Rachael Gibson, Colm Harmon and Stefanie Schurer
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Rachael Gibson: University of Sydney

No 2021-015, Working Papers from Human Capital and Economic Opportunity Working Group

Abstract: We study the role of non-cognitive skills (NCS) in university readiness and performance of first-in-family students (FIFS) using both nationally representative survey data and linked survey-administrative data on an incoming student cohort at a leading Australian university. In both data sources we find that FIFS enter university with lower cognitive skills (-0.3 SD), but with the same NCS as non-FIFS. FIFS have 0.24 SD lower grade-point averages (GPA) and are up to 50 percent more likely to drop-out after Year 1 than non-FIFS. Yet, FIFS catch up with non-FIFS by the end of Year 2. Conscientiousness, Extraversion, Openness (when adjusting for measurement error with anchoring vignettes), and Locus of Control (when allowing for nonlinearities) are predictive of GPA. High levels of Conscientiousness offset FIFS performance penalties; low levels exacerbate them, especially when controlling for measurement error. Our findings accentuate the importance of NCS as facilitator of educational mobility.

Keywords: non-cognitive skills; university performance; socioeconomic gradient in education; linked survey and administrative data; anchoring vignettes (search for similar items in EconPapers)
JEL-codes: A22 J24 (search for similar items in EconPapers)
Date: 2021-04
Note: ECI, M
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http://humcap.uchicago.edu/RePEc/hka/wpaper/Edward ... amily-university.pdf First version, March 27, 2021 (application/pdf)

Related works:
Journal Article: First-in-their-family students at university: Can non-cognitive skills compensate for social origin? (2022)
Working Paper: First-in-their-family students at university: Can non-cognitive skills compensate for social origin? (2021)
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