Double disadvantage: Female first-generation-students think of themselves as least talented, contributing to disproportionate disadvantage

Abstract

Background: Female and first-generation students have been shown to be socialized to think of themselves as less intellectually talented as compared to male and continuing-generation-students with similar performance-levels. With talent commonly seen as crucial, such biases in self-concepts can impair students’ motivation. Aims: Taking an intersectional approach, we investigate implications for female first-generation-students. Method: We conducted two pre-registered studies with 1600 university students from Germany (Study 1) and the US (Study 2), assessing individuals’ first-generation status, talent self-concept, academic experience, as well as the extent to which they chose to engage in intellectually challenging exercises. Results: Study 1 (N = 1210) shows female first-generation-students think of themselves as least talented as compared to all other subgroups (female and male continuing-generation- and male first-generation-students). Study 2 (N = 390) shows that this bias in students’ self-concept leads female first-generation-students to experience higher degrees of academic worries and to be less likely to engage in intellectual challenges than any other group. Conclusion: Present environments seem to lead female first-generation-students to see themselves as less talented than any other subgroup, disproportionately impeding their academic experience and engagement in challenging opportunities.