Understanding Incoming College Student Demographics

Anecdotally, higher education practitioners frequently share challenges and changes with today’s college students, but how unique are the incoming learners of the Class of 2029?

A February report published by the American Council on Education and the Higher Education Research Institute at the University of California, Los Angeles, found the incoming class of college students is more diverse than past classes in terms of race, sexuality and socioeconomic standing.  

According to the CIRP Freshman Survey 2024, some demographic groups are less likely to say they’re confident in their academic abilities and that they encounter mental health struggles, highlighting ongoing need to support students with their personal and academic development in higher education.

“This report gives institutional leaders a clear view of today’s first-year students—their backgrounds, aspirations, and challenges—so they can better support learner success,” said Hironao Okahana, vice president and executive director of ACE’s Education Futures Lab, in a February press release. “Centering student experiences in higher education policy and practice is essential, and these findings help colleges and universities create environments where all students can thrive.”

Demographics: Over half of respondents (50.8 percent) identify as white, but significant portions are students of color, including more than one race (14.8 percent), Asian and Pacific Islander (14.6 percent), Hispanic or Latino (11.0 percent), or Black and African American (7.7 percent). Around 1 percent of respondents are American Indian or Alaska Native.

Nearly 10 percent of surveyed students reported English was not their primary language, and almost half of those learners are U.S. citizens.

A majority of respondents indicated they are heterosexual (82.3 percent), but the next-greatest share identify as bisexual (8.5 percent).

Nineteen percent of respondents were classified as low-income, defined in this study as having a family income of less than $60,000. First-generation students (those whose parents or guardians had no college experience) made up 12.4 percent of all students and one-third of the low-income group.

Eight percent of respondents were military-affiliated, and these learners made up 3 percent of the low-income group.

College prep: Nearly all students took three years of math in high school, but those from higher-income backgrounds were more likely to have completed advanced mathematics courses and Advanced Placement courses.

Women (66.8 percent) were less likely than men to see themselves as having strong academic ability, compared to their male peers (75.8 percent) and those who indicated another gender identity (72.3 percent). Similarly, female students were less likely to say they have above-average intellect, compared to men and others.

Despite that lack of self-confidence, women were more likely to report earning A’s in high school (78 percent) compared to men (72 percent) and other gender minorities (72 percent). Women and nonbinary students were also more likely to say they felt challenged by their coursework frequently (34.9 percent and 36.2 percent, respectively).

Over half of students studied at least six hours per week, but first-generation students were less likely to study for six hours per week, compared to their continuing-generation peers. First-generation college students were also slightly more likely to work for pay at least six hours per week at 41.3 percent versus 38.6 percent.

Around one-third of students socialized with their friends for at least six hours per week, on trend with national data that suggests Gen Z spends less time with friends compared to previous generations.

Personal struggles: Mental health concerns have risen among young people nationally, and many incoming college students indicate feelings of being overwhelmed or depressed. Nonbinary students were most likely to report feeling anxious, stressed or depressed, and women were slightly more likely than men to share mental health concerns.

“When asked how they compare with their peers on emotional health, men showed the most confidence; 48.5 percent rated themselves as above average or in the top 10 percent,” according to the report. “By contrast, only 35.2 percent of women and just 16.6 percent of students who identified outside of the gender binary rated themselves as above average or in the top 10 percent.”

Around half of students indicated they had at least some chance of using mental health services offered at their institution.

Financial stress continues to weigh on students, with over half (56.4 percent) expressing some or major concern about paying for college. Latino (81.4 percent) and Black students (69.6 percent) were more likely to say this was true. Sixty percent of Latino students, over half of American Indian or Alaska Native, and half of Black students utilize Pell Grants to fund their education, and each of these groups also relied on work-study funding for their education costs at higher rates than their peers.

However, many students believe in the economic value of a college education, despite the financial barriers to access.

Politics: For the first time, the survey asked students if they considered state policies and legislation to be important to their college decision. One-third of men and almost 40 percent of women considered politics and legislation to be at least somewhat important of where to go to college, compared to 56 percent of their nonbinary peers. LGBTQ students (48 percent) also weighed this factor as important more than their peers.

The Class of 2029 is also civically engaged, with one-quarter of respondents indicating that they frequently or occasionally have demonstrated for a cause and one-third of respondents having publicly communicate their opinion about a cause. LGBTQ students were more likely to agree with these statements.

Military-affiliated students also reported high levels of community engagement, such as volunteering and voting.

Across the U.S., diversity, equity and inclusion work has become more controversial, but respondents still indicate a care for social equity. A majority of college students believe racial discrimination is still a major problem in the U.S., with students of color more likely than their white peers to share this opinion. Many students expressed an interest in correcting social inequalities and gender equity.

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