first generation college students

Matthew Lynch published in Diversity, Equity, Higher Education, list, Matthew Lynch

4 Fascinating Truths about First-Generation College Students

College attendance has become less of a privilege and more of a necessity in the contemporary workforce. This cultural shift is a reflection of President Obama’s goal of having the largest percentage of college graduates out of all the countries in the world by 2020. With this push has come an influx of students that may not have been part of the college scene as early as a decade ago. Availability of courses online and expansion of options at the community college level have paved the way for non-traditional students to earn degrees and a better living. A growing demographic in college attendance and graduation are first-generation students.

First-generation college students face a unique set of challenges, and some of them may just surprise you. Here are some fascinating truths about first-generation college students.

  1. Half of the college population consists of first-generation students. A 2010 study by the Department of Education found that 50 percent of the college population is made up of first-generation students, or those whose parents did not receive education beyond a high school diploma. The National Center for Education Statistics released numbers in 2010 that broke down the educational levels of parents of current college attendees. Minority groups made up the largest demographics of students with parents that had a high school education or less, with 48.5 percent of Latino and Hispanic students and 45 percent of Black or African-American students included. The parents of students of Asian descent came in at 32 percent with a high school diploma or less and Native Americans at 35 percent. Of students that identified themselves as Caucasian, only 28 percent were first-generation college students.

Though higher in minority groups, these numbers show the overarching trend of first-generation college attendance in all American demographics. While an education is viewed as an advantage in the job marketplace, the degree alone does not automatically lead to better opportunities and pay. In order to ensure optimal career success in the growing group of first-generation college students, the specific needs of these young people must be addressed – beyond what lies in textbooks.

  1. First-generation students are less prepared to make the most out of their education. The simple assumption is that a higher number of educated first-generation college students will translate to better jobs for these graduates and a better quality of life. The answer to the equation is just not that simple, however. Even with a college degree, first-generation students often come from low-income, minority or immigrant families and do not have the same set of life skills and personal capital of middle-to-high income bracket students.

Parents of first-generation students also do not have the life experience to adequately guide their children to the next step in succeeding in the college-educated workforce. A 2004 report in the Journal of Higher Education put it this way: “first-generation students… may be less prepared than similar students whose parents are highly educated, to make the kind of informed choices… that potentially maximize educational progression and benefits.”

The transition from a college setting to a full-time career is often bumpy for all college students, especially first-generation graduates. The things learned in a classroom simply cannot adequately translate to the real-world; in addition to “book smarts” colleges and universities have a responsibility to prepare attendees, particularly first-generation ones, for the challenges of the modern workforce.

  1. Mentorship and academic success programs go a long way in helping first-generation college students. There are some federally funded programs in place to address the specific issues that face first-generation college students, like the TRIO and Robert McNair programs that lend academic and tutoring services to this group. The problem with these programs, and others like them, is that they are not required for college graduation and are vastly underutilized. A better approach is proactive mentorship and advising that mandates interaction between students and professors or other staff members that can provide real-world guidance. These programs would focus on the translation of knowledge to marketplace settings from people that know the ropes.
  2. Some students may need to learn how to apply what they learn to the real world. Colleges and universities should place continued focus on developing skills and employability among students. Schools with especially high numbers of first-generation students, like California State University Dominquez Hills, have implemented workforce “101” courses to up the social and intellectual skills of future graduates. It is not enough to assume that students inherently know how to apply classroom skills to a real-world environment, particularly in the case of first-generation ones.

Researching the needs of these students should be a priority of all institutions of higher education as it would help them form a better-prepared student body and strong workforce.

  • no reactions
0
Share
Matthew Lynch published in Equity, Higher Education, Matthew Lynch

It’s Tough to Trail Blaze: Challenges of First-Generation College Students

College attendance has become less of a privilege and more of a necessity in the contemporary workforce. This cultural shift is a reflection of President Obama’s goal of having the largest percentage of college graduates out of all the countries in the world by 2020. With this push has come an influx of students that may not have been part of the college scene as early as a decade ago. Availability of courses online and expansion of options at the community college level have paved the way for non-traditional students to earn degrees and a better living. A growing demographic in college attendance and graduation is first-generation students.

More “Firsts” Than Ever

A 2010 study by the Department of Education found that 50 percent of the college population is made up of first-generation students, or those whose parents did not receive education beyond a high school diploma. The National Center for Education Statistics released numbers in 2010 that broke down the educational levels of parents of current college attendees. Minority groups made up the largest demographics of students with parents that had a high school education or less, with 48.5 percent of Latino and Hispanic students and 45 percent of Black or African-American students included. The parents of students of Asian descent came in at 32 percent with a high school diploma or less and Native Americans at 35 percent. Of students that identified themselves as Caucasian, only 28 percent were first-generation college students.

Though higher in minority groups, these numbers show the overarching trend of first-generation college attendance in all American demographics. While an education is viewed as an advantage in the job marketplace, the degree alone does not automatically lead to better opportunities and pay. In order to ensure optimal career success in the growing group of first-generation college students, the specific needs of these young people must be addressed – beyond what lies in textbooks.

Challenges Facing First-Generation Students

The simple assumption is that a higher number of educated first-generation college students will translate to better jobs for these graduates and a better quality of life. The answer to the equation is just not that simple, however. Even with a college degree, first-generation students often come from low-income, minority or immigrant families and do not have the same set of life skills and personal capital of middle-to-high income bracket students.

Parents of first-generation students also do not have the life experience to adequately guide their children to the next step in succeeding in the college-educated workforce. A 2004 report in the Journal of Higher Education put it this way: “first-generation students… may be less prepared than similar students whose parents are highly educated, to make the kind of informed choices… that potentially maximize educational progression and benefits.”

The transition from a college setting to a full-time career is often bumpy for all college students, especially first-generation graduates. The things learned in a classroom simply cannot adequately translate to the real-world; in addition to “book smarts” colleges and universities have a responsibility to prepare attendees, particularly first-generation ones, for the challenges of the modern workforce.

What Can Be Done

There are some federally funded programs in place to address the specific issues that face first-generation college students, like the TRIO and Robert McNair programs that lend academic and tutoring services to this group. The problem with these programs, and others like them, is that they are not required for college graduation and are vastly underutilized. A better approach is proactive mentorship and advising that mandates interaction between students and professors or other staff members that can provide real-world guidance. These programs would focus on the translation of knowledge to marketplace settings from people that know the ropes.

Colleges and universities should also place continued focus on developing skills and employability among students. Schools with especially high numbers of first-generation students, like California State University Dominquez Hills, have implemented workforce “101” courses to up the social and intellectual skills of future graduates. It is not enough to assume that students inherently know how to apply classroom skills to a real-world environment, particularly in the case of first-generation ones. Researching the needs of these students should be a priority of all institutions of higher education as it would help them form a better-prepared student body and strong workforce.

photo credit: CollegeDegrees360 via photopin cc

  • no reactions
0
Share
Matthew Lynch published in Equity, Higher Education

Feet on campus, heart at home: First-generation college students struggle with divided identities

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

Linda Banks-Santilli, Wheelock College

First-generation (FG) college students, or students whose parents have not earned a four-year degree, face unique psychological challenges.

Although perhaps supportive of higher education, their parents and family members may view their entry into college as a break in the family system rather than a continuation of their schooling.

In families, role assignments about work, family, religion and community are passed down through the generations creating “intergenerational continuity.” When a family member disrupts this system by choosing to attend college, he or she experiences a shift in identity, leading to a sense of loss. Not prepared for this loss, many first-generation students may come to develop two different identities – one for home and another for college.

As a former first-generation college student who is now an associate professor of education, I have lived this double life. My desire to help other first-generation students resulted in research that provides insights into the lived experiences of first-generation students at Wheelock College, a small college in Boston, Massachusetts, that has a high percentage of first-generation students. In 2010, 52% of our incoming undergraduates were first-generation college students.

Nationally, of the 7.3 million undergraduates attending four-year public and private colleges and universities, about 20% are first-generation students. About 50% of all FG college students in the US are low-income. These students are also more likely to be a member of a racial or ethnic minority group.

Why do they decide to go to college?

Most first-generation students decide to apply to college to meet the requirements of their preferred profession. But unlike students whose parents have earned a degree, they also often see college as a way to “bring honor to their families.”

In fact, studies show that a vast majority of first-generation college students go to college in order to help their families: 69% of FG college students say they want to help their families, compared to 39% of students whose parents have earned a degree. This desire also extends to the community, with 61% of FG college students wanting to give back to their communities compared to 43% of their non-first-generation peers.

And while their families often view them as their “savior,” “delegate,” or a way out of poverty and less desirable living conditions, many first-generation students struggle with what has been described as “breakaway guilt.”

First-generation students are torn between family and college expectations. Eva the Weaver, CC BY-NC

Their decision to pursue higher education comes with the price of leaving their families behind.

They may feel they’re abandoning parents or siblings who depend on them. And families too may have conflicted feelings: first-generation college students’ desire for education and upward mobility may be viewed as a rejection of their past.

Perceived as different at home and different at school, first-generation college students often feel like they don’t belong to either place.

The challenge of higher education is to recognize the psychological impact that first-generation status has on its students and to provide help.

First-generation students lack resources

Not all first-generation college students are the same, but many experience difficulty within four distinct domains: 1) professional, 2) financial, 3) psychological and 4) academic.

Most of all, they need professional mentoring. They are the ones most likely to work at the mall during the summer rather than in a professional internship. They can’t afford to work for free, and their parents do not have professional networks.

Often, first-generation students apply only to a single college and do that without help. They can’t afford multiple application fees and they are unsure of how to determine a good fit, as their parents have not taken them on the college tour.

Many FG students fill out the financial aid forms themselves. As one FG college student explained:

“They put all these numbers down and expect you to know what each one means. My mother doesn’t know and she expects me to find out and then tell her how it all works.”

FG students worry about the families they leave behind and try to figure out how to support them.

One first-generation student managed to enroll in college but was still worried about her mother’s lack of support. Miles away from home on a college campus for the first time, she divided her time each semester between paying her parents’ bills online and completing her assignments. Her parents didn’t own a computer or know how to use one.

Stigma of being a first-generation college student

Colleges need to recognize that FG students do not easily come forward to seek help.

Even though there are many successful former FG role models, such as First Lady Michelle Obama, US Supreme Court Justice Sonia Sotomayor and US Senator from Massachusetts Elizabeth Warren, there is considerable stigma associated with FG status.

Stigma forces some students to be invisible. Javier Garcia, CC BY-NC-SA

As a result, some FG college students may choose to remain invisible. Once they identify, their academic ability, achievement and performance may be underestimated by others. Their background is viewed as a deficit rather than a strength. And they are unnecessarily pitied by others, especially if low-income.

In extreme cases, other students and faculty may question their right to be on campus. Low-income, first-generation college students may arrive to college with fewer resources and more academic needs, making them targets for discrimination.

In a recent New York Times video on FG students at Ivy League colleges, a FG college student at Brown University who was born in Colombia told faculty that she was from New Jersey to avoid having to reveal that she was a first-generation college student.

But, there is another side to the story as well.

There are FG college students who view their status as a source of strength. It becomes their single most important motivator to earning their degree. These students are driven and determined. They can perform academically in ways that are equal to or even better than students whose parents have earned a degree.

These students too may benefit from a FG support group to help alleviate the internal pressure they place on themselves to succeed.

How colleges can help FG students

First-generation college students need customized attention and support that differs from students whose parents have earned a degree. They need to feel like they belong at their college or university and deserve to be there.

Higher education, with its unique culture, language and history, can be difficult for first-generation college students to understand. Students whose parents have attended college benefit from their parents’ experiences.

They come through the door understanding what a syllabus is, why the requirement for liberal arts courses exists and how to establish relationships with faculty. They can call their parents to ask for help on a paper or to ask questions about a citation method. They can discuss a classic novel they have both read.

This FG research has raised awareness on the Wheelock campus that has led to positive change. In 2014,the college applied for a First In the World federal grant to help implement a new FG program. Though we were not awarded a grant in the first round of competition, we will continue to seek funding.

Colleges and universities have the ability to redesign their institutional cultures, teaching practices and academic support services to be more inclusive of first-generation college students.

For instance, they can offer required courses in a variety of different formats (hybrid, on-line, face-to-face) and timings (between semesters, during summers) to help FG students reduce degree completion time and save money.

They can recruit former FG faculty members to advise and mentor FG students. A FG web page for FG students and families can be created that features success stories, user-friendly financial aid as well as scholarship information, and links to other opportunities.

With the right support from institutions of higher education, FG students can earn their degree, reinvent themselves and reposition their families in positive ways for generations to come

________________________

Linda Banks-Santilli is Associate Professor of Education at Wheelock College

This article was originally published on The Conversation.

Read the original article.

  • no reactions
0
Share