By Heather Zimar, Managing Editor, Journals and Publications, AACRAO
The COVID-19 pandemic permanently reshaped how students navigate the college search process, accelerating reliance on digital tools and virtual engagement. In the January 2026 issue of Strategic Enrollment Management Quarterly, Mark E. Butt, Ed.D., Assistant Vice Provost and Executive Director of Admission at Emory University, examined how this transformation has affected First-Generation College Applicants compared to their Continuing-Generation College Applicant peers, revealing persistent inequities in access to—and use of—admissions resources.
Drawing on data from 28,468 applicants to a highly selective university for Fall 2024 admission, this study analyzed responses to an optional Common Application question asking students to identify resources used during their college search. Twenty-two percent of respondents identified as first-generation. Framed through Social Worlds Theory, the study conceptualized applicant decision-making as shaped by three intersecting arenas: family, high school, and virtual spaces.
The research found that the FGCA population reported using fewer resources overall (3.67 per applicant) than the CGCA population (4.41). While both groups relied most heavily on college websites and high school counselors—underscoring their central role in the admissions application process—significant differences emerged in the types of resources accessed. The CGCA population was far more likely to draw on immediate family support and paid services, including independent counselors and essay coaches. In contrast, the FCGA population disproportionately relied on free or low-cost alternatives, such as financial aid offices, unpaid counselors, community-based support, and unpaid essay assistance.
Use of certain resources did not differ significantly between the FGCA and the CGCA populations. For example, social media and online forums, college fairs, and test preparation resources were used at comparable rates. Statistical analyses confirmed that generational status is significantly associated with both the number and types of resources used.
“The findings emphasize the importance of striving for a more equitable process, one that begins and ends with equity in resource distribution and accessibility,” Dr. Butt said. “By recognizing the unique needs of FGCA and understanding the social worlds in which they navigate their college journey, institutions can better support their transition to higher education.”
Other articles in Volume 13, Issue 4 include:
Exploring the Impact of Advising Frequency and Free College Scholarships on Community College Student Persistence Rates: A Racial Group Analysis by Michael Goemans, Brian Kapinos, and Steve McDowell
Faculty Labor in Student Recruitment: Perspectives and Practices at a Comprehensive Regional University by Megan Brown and Zarah C. Moeggenberg
Simplifying the College Admissions Process: A Practitioner-Engaged Intervention to Simplify College Admissions Information by Z.W. Taylor
Review of: Prioritizing Enrollment Management: Effective Practices and Strategies for Student Success and Completion by Ariana Balayan
Working the Three-Legged Stool of a SEM Environment: Institutional, Professional, and Personal Resilience by Laurie Koehler and John Haller
For more information or to submit a manuscript, please contact the SEMQ Managing Editor.
share