Strategy 7: Supporting First-Generation Students

First-Generation Students

While the definition of "first-generation" varies from institution to institution, the evidence is clear that students who are the first in their families to attend college often face specific challenges. As a group, those students who are first in their families to attend college are less likely to complete degrees than their continuing generation peers. 

Nationally, first-gen students make up a significant part of total enrollment: “Estimates suggest that first-generation students comprise between 15% and 40% of all college students in the United States” (Vanderbilt “Teaching First-Generation College Students Links to an external site.”). At SCC, the numbers  are  high. Based on the enrollment of degree-seeking students (including CTE, transfer and baccalaureate programs), the percentage varies from 31% to 48%:

Statistics for SCC's first gen population, varying from 31% to 48% Students who fit this demographic don't always have family and friends to explain how college works, what processes are necessary, and what they need to do in order to succeed. All of these potential barriers can be overcome. But, too often, first-gen students decide to enroll and then get lost in the frequent system errors involved with registration and decide college is not for them. Or, they persist and enroll, only to have early academic setbacks and decide college is not for them. If they do well in classes, they still might have family and friends (intentionally or not) pressure them to drop out, and they decide college is not for them. Academic, social, financial, behavioral, and other challenges are frequent for first-gen students. 

Of course, there are limitations to grouping all first-gen students together into a single category. This diverse group represents many different life experiences, and they can't be reduced to any single set of characteristics. Additionally, first-gen status often intersects with other identities that can cause barriers: first-gen students are frequently also low-income and/or students of color. Essentially, the concept is really complex. This module attempts to provide information about this complex topic, especially about what you can do to support first-gen students. 

 

Assumptions and Mindsets

There are frequent misconceptions about first-gen students, and it is extremely important to reflect on them before identifying support approaches for this particular group of students. 

First, in her book 33 Simple Strategies for Faculty: A Week-by-Week Resource for Teaching First-Year and First-Generation Students,  Lisa Nunn reminds faculty of some easily made, but ultimately incorrect, assumptions about what academic preparation looks like: 

“From where we stand at the front of the classroom, excellent K-12 education can look like intellectual talent in our students. Some students just seem to already have the hang of the kind of thinking our discipline requires and can recognize the kinds of evidence that matter. These students make a good impression on us. Indeed, they are smart. It’s important to remember that what looks like intellectual talent is likely the product of excellent academic preparation from school and earlier.”

Nunn, 33 Simple Strategies, 2-3

Vanderbilt's Center for Teaching and Learning provides this reminder about the impact of cultural capital on feelings of belonging in college:

“First and foremost, first-generation lack the critical cultural capital that their continuing-generation peers have been soaking up their entire lives (Davis, 2010). The ‘culture of college,’ to borrow Davis’ turn of phrase, comprises ‘the insider knowledge, the special language, and the subtle verbal and nonverbal signs that, after one has mastered them, make one a member of any in-group, community, or subculture’ (Davis, 2010: 29). Or, in the words of journalist Laura Pappano, ‘the bright children of janitors and nail salon workers, bus drivers and fast-food cooks may not have grown up with the edifying vacations, museum excursions, daily doses of NPR and prep schools that groom Ivy applicants’ ” (Pappano, 2015). 

(Vanderbilt “Teaching First-Generation College Students Links to an external site.”)

Both of these quotes remind us that "appearing" to be college ready is a set of learned skills and behaviors. The more that we are explicit about identifying those behaviors for students unfamiliar with them, the more likely that all first-gen students can master them and use them to be successful in classes. 

Another significant assumption has to do with faculty mindsets and deficit thinking. It is easy to put all first-gen students in the same group and assume that they are underprepared or "less than" continuing generation students. While there are some potential barriers, many first-gen students have characteristics that are essential to academic success. Faculty need to shift from deficit to asset mindsets, and we need to remind them that their lived experiences can help them succeed. First-gen students don't need to be "fixed"; however, they often do need to be told how the skills that they developed outside of the academic work translate to the classroom. Nunn reminds readers in her book that many first-gen students are: 

    • intellectually talented
    • eager to learn
    • highly motivated to succeed
    • self-reliant and independent
    • proud about supporting their families while educating themselves
    • resilient, proven through adversity

These traits are valuable assets. But students may not make the connection that their life experiences can be academic advantages. The more that we can make the connection clear, the better for our students. 

For more information on this topic, see Community Cultural Wealth Links to an external site.. (The discussion is based on T.J. Yosso' 2005 article, "Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth Links to an external site." Race, Ethnicity and Education, 8(1), pp. 69–91.)

Finally, keep in mind that good teaching practices for first-year, first-gen students benefit all students. Good teaching practices are just as helpful to continuing generation students as those first in their families to attend college. In fact, studies show that interventions can close the gaps between first- and continuing-gen students, so good teaching is the key to helping students success. 

 

Support Strategies 

There are student-focused resources available, like "First Generation College Students: Navigating Higher Education Links to an external site." developed by Margarida Da Graca and Lori Dougherty from USC's Scalar project.

Of course, faculty are also part of the solution. Equipped with asset mindsets, faculty can use specific techniques that support learning of all students, with an even greater positive impact on first-gen students who are learning about the skills and behaviors of successful college students. One strategy list comes from Dr. Laura Lohman from the Faculty Development Center at CSUF; it provides a list of 22 strategies for supporting first-gen students. I have summarized the approaches here, but you can read the full article Links to an external site. for more details:

1. CLARIFY YOUR EXPECTATIONS: Use approaches like rubrics and sample assignments that communicate expectations to students. The TILT framework works well for providing a framework about the most important information that students need to excel. Additionally, find ways to share your support and confidence in their ability to succeed. 

2. FOSTER SOCIAL INTEGRATION: Find ways to encourage social connection between students - offer co-curricular learning, study groups, collaboration, and other strategies.

3. PROMOTE STUDENT ENGAGEMENT AND RESPONSIBILITY: Help students engage proactively in their own learning, setting goals and monitoring their progress. 

4. ENCOURAGE STUDENTS TO SEEK APPROPRIATE HELP: Normalize help-seeking behaviors like tutoring and DSS, and provide resources that make accessing these resources easy for students. 

5. RECOGNIZE AND ADDRESS COMMON OCCURRENCES: The more that you know about the frequently shared experiences of first-gen students (family responsibilities, time committed to work and commuting, feelings of alienation, etc.) the more that you can support students facing these challenges.

Another great source for support strategies comes from Nunn's 33 Simple Strategies for Faculty. This link Links to an external site. has Nunn's full list, and the following video provides a short discussion of the list as well as a few more in-depth items from the longer list. 

 

One strategy that Nunn highlights in normalizing failure. The following video provides more details about this particular approach and some suggestions about implementing them. 

 

Additional Resources