Strategies to Help First-Gen Students Succeed
First-Generation
When defining first-generation college students, many institutions choose to use the federal definition - students from families where their biological parents did not complete a four-year college degree.
Not All First-Gens Are Created Equal
The report by the Center for First-generation Student Success at NASPA is concerning. It states that while first-generation students constitute one-third of all college students, only 27% of them will complete their degrees within four years. This statistic is a cause for worry, not just for the students themselves but also for society.
First-generation students often come from families that do not have the resources or experience to navigate the complexities of the higher education system. These students face unique challenges, such as financial constraints, lack of academic preparation, and social isolation. They may also struggle with imposter syndrome, a feeling of not belonging or deserving to be in college.
The difficulties faced by first-generation students extend beyond the college experience. Those who do not graduate are more likely to experience financial hardship, lower earning potential, and limited career prospects. This situation is problematic not just for these students but for society as a whole. We need to ensure that every individual has access to the resources and opportunities to pursue their academic and career goals.
To address this problem, we need to create a more supportive environment for first-generation students. Colleges and universities can play a critical role in providing academic and social support to help these students succeed.
First-Gen Plus
The term “first-gen plus” refers to various first-generation student subgroups. First-generation students can be first-gen plus minority, first-gen plus LGBTQIA, first-gen plus low-income, and more.
a focus on intersectionality
As educational leaders grapple with the challenge of supporting first-generation college students, they must adopt an intersectional lens that recognizes the multiple dimensions of students' identities. A first-generation student's identity is shaped not only by their status as the first in their family to attend college but also by their race, gender, sexual orientation, socioeconomic status, ability, and other factors. To effectively address the needs of these students, it is necessary to understand how these various identities intersect to create unique experiences.
College administrators, faculty members, and student affairs staff can be crucial in creating an inclusive and supportive environment for first-generation students. By acknowledging and addressing the multiple layers of identity that shape a student's experience, they can provide targeted interventions that meet the unique needs of each student. For example, a first-generation student who is also a low-income student may need additional financial support. At the same time, a first-generation student who is also a member of a marginalized racial or ethnic group may need culturally responsive academic support.
Incorporating an intersectional lens can help educational leaders recognize and challenge systemic barriers that disproportionately affect first-generation students from marginalized communities. By centering the experiences of these students, we can identify and dismantle structures that perpetuate inequality and limit access.
A report by Inside Higher Ed cautions that assuming that first-generation students are all the same -- that they are all low-income or members of minority groups -- can leave those who don't fit that picture without support.
Higher education institutions need to know how different students think about their needs, perceive them, associate one need with another, and link them to potential enrollment decisions. Firsthand perspectives and experiences of first-generation students should be an asset. Key findings may be used to improve support programs and interventions leading to higher student retention rates.
A Discussion of Key Findings: first-gen plus low-income
Dr. Sherell Wilson, the founder of Beyond College Access, has conducted studies with groups of low-income and first-generation college students. The studies aimed to document and describe the needs and experiences of these students, including their challenges and advantages, as they navigate the world of higher education. The significance of the studies' findings is that they help inform policymakers, educators, and parents about the unique challenges students face and how they can better support them through higher education.
Advising
Recent studies have identified a crucial finding about their perceptions of the support offered to them in high school versus college. The research showed that study participants perceived a stark difference in the level of guidance and assistance available during their high school years versus their time in college. According to the findings, many students felt they were left alone to navigate the challenging college environment.
Interestingly, most of the study participants received support and guidance from pre-college programs or mentors while in high school. This mentoring created a set of expectations for these students regarding the kind of advising and support they would receive once they reached college.
Unfortunately, these high expectations were not consistently met once these students began their post-secondary education. This lack of practical guidance led to several adverse outcomes for these students, such as wasting time, energy, and talent when solving problems independently.
As a result, many begin to look for alternative ways to fulfill their academic and financial advising needs. Some chose to switch degree fields, while others pursued educational options outside of their current college. Still, others had no choice but to find new ways to pay for their college education.
Institutions should consider strategies to help students succeed, such as deploying intensive academic advising and financial aid services to help students achieve educational success.
School/Work/Life Balance
Balancing school and life can be particularly challenging for first-generation students, as finances are often a significant concern. These students may feel pressure to work to support themselves and their families while navigating the demands of college coursework. This can lead to stress, frustration, and uncertainty about their future.
Students may need support and resources to help them balance their competing demands to succeed. This might include financial assistance or counseling services to help them manage their time and priorities effectively. It's also essential for educators and policymakers to acknowledge the unique challenges faced by first-generation students and provide assistance in the form of mentorship programs, academic counseling, and career guidance.
Ultimately, by recognizing the importance of work and money in the lives of first-generation students and offering them the support they need, we can help these students achieve their educational goals while pursuing fulfilling careers and lives.
Institutions should consider strategies to help students succeed, such as revamping work-study programs and providing opportunities for students to earn income.
Empowering Educational Leaders to Help Underserved College Students Succeed
The shortfall in student retention rates among these historically underserved students corroborates that improved support systems or interventions are vital for both student and institutional success.
Our mission at BEYOND COLLEGE ACCESS® is to inspire, inform, and empower practitioners in higher education and partners in K-12 and nonprofit sectors to positively influence the total student experience—from access to completion. Get subscribers-only access now to our free "Empower Hour" Virtual & On-Demand Seminars.