Validation and Measurement Invariance of a First-Generation College Student Identity Scale

First-generation college students (FGCS) comprise approximately 56% of the U.S. postsecondary institution population, yet they face substantially more academic, financial, and additional unique issues than continuing generation college students. Research on FGCS has been steadily growing in recent years; however, literature on identity for this population is sparse. To address these gaps in the literature, the aim of the present study was to adapt, validate, and establish full factorial measurement invariance across Black and White FGCS for a multidimensional quantitative measure of FGCS identity. The final sample included 425 current FGCS (81.2% female; M-age = 24.4 years, SD = 8.0) who identified as either Black, African American, Afro-Caribbean, Black African, and/or other in this category (n = 196, 46.1%) or Caucasian, White, European American, White European, and/or other in this category (n = 229, 53.9%). Participants completed an online survey to assess FGCS identity and related constructs. Results yielded a 17-item four-factor FGCS identity scale with good internal consistency and provided support for full factorial measurement invariance across Black and White FGCS. Additionally, Black FGCS reported significantly higher FGCS identity exploration and centrality than their counterparts, White FGCS. Finally, construct and criterion validity were established through associations with related constructs. These findings are the first, to our knowledge, to provide psychometric evaluation of a measure of FGCS identity. Future studies may determine the degree to which this identity domain may moderate the relationship between stressors and well-being. Limitations and recommendations for future research are discussed.