Supporting First-Generation College Students

Bond, C. (2019). "I need help on many things please": A case study analysis of first-generation college students’ use of the writing center. Writing Center Journal, 37(2), 161–193. https://doi.org/10.7771/2832-9414.1880
First-generation college students (FGCS) are often underprepared academically and struggle to adjust to a college environment. Their increased levels of anxiety and lower levels of self-efficacy can lead to struggles with academic writing. While help-seeking behaviors mean that many FGCS are reluctant to seek out support like the writing center, those who do visit may feel uncomfortable or like a failure because they were unable to succeed without external help. This study seeks to fill a gap in the research on how FGCS use and perceive writing centers. A mixed-methods study identified 42 FGCS who had made a total of 108 writing center appointments in one semester, with a random control sample of the same number of multi-generation students (MGCS). Writing tutors (referred to in the study as 'writing consultants') tend to report working on grammar issues more with FGCS, but it is unknown if these issues were brought up by the student or if the tutors address them proactively, which could be a sign of conscious or unconscious bias. FGCS expressed more negativity towards their writing and writing ability, with less confidence and more negative language (e.g., "I am a horrible writer"). This may be inadvertently reinforced in tutor reports, which often use more negative language (e.g., "The essay suffered from..."). This finding suggests that tutors should be trained in how to avoid "emotionally traumatic language" when working with students to avoid reinforcing already-held negative beliefs. Motivational scaffolding and praise can help improve student confidence. Tutors also spend more time helping FGCS understand writing assignments, such as assignment requirements, than they do with MGCS, even when it is not specifically requested by the student. Sessions with FGCS tended to cover "more ground across stages of the writing process" (p. 164), with many disparate questions and concerns, as opposed to sessions targeted on more specific questions that were more often seen with MGCS.

House, L. A., Neal, C., & Kolb, J. (2020). Supporting the mental health needs of first generation college students. Journal of College Student Psychotherapy, 34(2), 157–167. https://doi.org/10.1080/87568225.2019.1578940
First-generation college students (FGCS) have many identified barriers, including less academic preparation, less familial support, and difficult cultural transition. Additionally, many FGCS overlap with other populations that have additional challenges, such as minorities, those from low-socioeconomic backgrounds, and children of immigrants. Many challenges intersect with mental wellness, as familial struggles, lower self-esteem, and lower social support can lead to increased stress, anxiety, and depression. This study analyzed data from intake sessions at a counseling center at a midsize public university to determine possible links between FGCS status and mental well-being. The researchers were surprised to find no significant differences in overall distress and mental health problems between FGCS and continuing-generation students. They hypothesize that the lack of identifying intersectional identities may be part of the problem. Not all FGCS are the same, and those intersectional identities (e.g., FGCS of color) may have different rates. Data did show, however, higher levels of financial stress and higher working hours, both of which can have an impact on social and academic integration.

Kalkbrenner, M. T., Flinn, R. E., Sullivan, D. K., & Esquivel Arteaga, L. E. (2021). A mental health literacy approach to supporting first-generation community college student mental health: The REDFLAGS model. Community College Review, 49(3), 243–261. https://doi.org/10.1177/00915521211002893
Community college students and first-generation college students (FGCS) are both populations vulnerable to unique mental health needs. FGCS have common stressors, including more external responsibilities, lower self-esteem, and higher levels of academic distress. Little research has been done, however, on mental health support for FGCS at community colleges. This study examined if adoption of a REDFLAGS model can increase self and peer referrals to the counseling center. REDFLAGS stands for: Recurrent class absences; Extreme and unusual emotional reactions; Difficulty concentrating; Frequent display of anxiety or worry about class assignments; Late or incomplete assignments; Apathy toward personal appearance and hygiene; Gut feeling that something does not seem right; and Sudden deterioration in quality of work or content of work becomes negative or dark. The study found that REDFLAGS is a useful and understandable model by FGCS that promotes peer-to-peer referrals to the counseling center. Training faculty members in REDFLAGS can help increase student referrals. Making the REDFLAGS criteria visible is important, and some ideas include adding it to course syllabi and student handbooks.

LeMire, S., Zhihong X., Balester, V., Dorsey, L. G., & Hahn, D. (2021). Assessing the information literacy skills of first-generation college students. College & Research Libraries, 82(5), 730–754. https://doi.org/10.5860/crl.82.5.730
This study looked at how the information literacy skills of first-generation college students (FGCS) compared to continuing-generation college students in general education courses at Texas A&M University. Librarians used a large dataset of results from the Threshold Achievement Test of Information Literacy, which has four modules, to see if there were gaps between groups. Module 1 is Evaluating Process & Authority, Module 2 is Strategic Searching, Module 3 is Research & Scholarship, and Module 4 is Value of Information, and scores were in three categories: conditionally ready, college ready, and research ready. Overall, most students scored at "college ready" or higher in all four modules. Both groups did best on Modules 3 and 4 and scored lower on Modules 1 and 2. While overall scores were high, there were statistically significant differences in FGCS scores, which were lower than continuing-generation student scores. FGCS also scored significantly lower on performance indicators (which measure student proficiency in specific skills) and disposition questions. No FGCS reached the 'research ready' level in Module 1. The largest gaps in learning outcomes between FGCS and continuing generation students were in: (1) apply knowledge of source creation processes and context to evaluate the authority of a source; (2) understand the processes of scholarly communication and knowledge building; and (3) apply knowledge of authority to analyze others' claims and to support one's own claims. These deficits show that more targeted library instruction for FGCS, such as working with learning communities or specialized courses, would be appropriate.

McCane-Bowling, S. (2022). Supportive and impactful honors education. Journal of the National Collegiate Honors Council, 23(1), 37–39.
In this personal essay, the author, a first-generation college student (FGCS), reflects on how an honors program helped her join "a welcoming academic community that supported student development and emphasized faculty and student-peer connection and community" (p. 38). The program encouraged close bonds with faculty, which led to mentorship opportunities, and provided academic and social supports designed to help students succeed.

Patturelli, A. (2021). Text messaging: The enrollment management strategy for increasing enrollment and promoting a sense of belonging for low-income students. College & University, 96(4), 61–66.
Low-income students, especially first-generation college students (FGCS), often enroll less in college upon graduating high school. Admissions offices should look to novel strategies to recruit these students, and this article discusses the benefits of using text messaging to eliminate outreach barriers. Texting has previously been used in admissions and recruitment, but past research was mixed as to the usefulness of it as a tool. In the last 10 years, texting has been growing in popularity. Texting used for outreach was linked to a 7% increase in postsecondary enrollment in several studies. Another study showed that small reminders via text messaging increased college enrollment by 40% in students at an urban high school. One reason texting may be effective involves aspects of social cognitive theory, with reinforcement and expectancy as some of those main tenets. Reinforcement, in particular, has been shown to be especially powerful. Text messaging can also be a form of relationship-building, which can be particularly effective with low income and FGCS, since they may have less support with the college process from their families than continuing generation students. Text messaging can be used to reduce the summer melt by reminding students of deadlines and connecting students to supports like their academic advisors. A successful text message campaign will begin by building a relationship, then moving on to personalized content sharing, providing reminders, answering questions, and following up with students. Personalization in text messages is an especially important aspect of this strategy.

Quinn, D. E., Cornelius-White, J., MacGregor, C., & Uribe-Zarain, X. (2019). The success of first-generation college students in a TRIO student support services program: Application of the theory of margin. Critical Questions in Education, 10(1), 44–64.
McClusky's theory of margin takes one's load (demands) divided by power (resources) plus load to determine a margin in life. This theory was applied to first-generation college students (FGCS) in a TRIO program at a public four-year university. A total of 66 FGCS participated fully in the study's survey, and 8 participated in interviews. Two main life elements were identified as "power variables:" grit ("perseverance and passion for long-term goals") and participation in the TRIO SSS program. The support included in the TRIO program was consistent and valued, and staff members took a proactive approach in reaching out to students. Load variables were more varied, but finances were a common source of stress. Family was seen as both power and load, as a source of support but also a source of stress.

Taylor, Z. W., & Bicak, I. (2020). First-generation college student financial aid: Results from a national financial aid jargon survey. College Student Affairs Journal, 38(1), 91–109.
Many first-generation college students (FGCS) are low income or will need to rely on financial aid to pay for tuition. This study examined the knowledge of prospective FGCS of financial aid concepts and terms. Completing the FAFSA is important for college students, but hundreds of thousands of students neglect to complete the FAFSA each year, missing potential funding, including Pell Grants. FGCS, in particular, may not have family members with knowledge of the financial aid process. This can lead to confusion, less preparation, and less completion. 752 prospective FGCS were surveyed to determine their knowledge of institutional language and jargon used by financial aid offices and processes. The survey consisted of anonymized sample texts from three random institutions about the financial aid process. Some terms that were flagged frequently as being unfamiliar and jargon were FAFSA, lender, portal, student portal, FSA ID, financial aid, entrance counseling, award letter, master promissory note and its acronym MPN, IRS DRT, holistic, ITINS, CSS, CSS Profile, CPS, delay of funding, non-rejected status, and CASH. Many flagged terms were acronyms, and many others are considered standard terms in the field. Financial aid specialists and student support staff should consider how to define and simplify financial aid terms when communicating with prospective students and should try to explain and demystify the process as much as possible.

Turk, J. M., & Taylor, M. (2019). Institutional research in support of student success at our nation's most diverse and inclusive institutions. New Directions for Institutional Research, 184, 75–90.
This study focuses on institutional research (IR) and how they can support the efforts to increase student success outcomes for first-generation college students (FGCS). One proposal for IR offices is to adopt a student-focused paradigm, with the goal of playing "a key role in conducting, facilitating, and disseminating holistic research that directly serves and promotes student success for all students" (p. 80). This will involve working with multiple stakeholders across campus, including students, faculty, and staff. Achieving the Dream has identified Data & Technology as an area in which institutions must develop their capacity, and IR will play a key role in helping with data collection to identify and eliminate barriers to student success. The authors recommend several practices. First, institutions must develop a culture of evidence, using data intentionally to engage the campus and evaluate effectiveness of interventions and supports. Building a culture of evidence will be a campus-wide effort, but IR can play a key role in shaping the effort. Second, institutions should identify key metrics of success beyond graduation and disaggregate data. Some nuanced metrics related to student success could include "gateway course completion rates, credit accumulation rates, course withdrawal rates, program participation, and major selection" (p. 85). Data should be disaggregated by race and ethnicity, as well as other key populations, such as FGCS. Finally, IR should build additional capacities, such as leveraging existing resources and technology, partnering with faculty and staff, and automating routine tasks (such as data extraction).

Vaughan, A. L., Dorn, B., Rose, J. S., Ward, C., & Hauck, A. A. (2020). Intersection between TRIO/SSS programs and FYS: Effects on first-generation students. Journal of Higher Education Theory & Practice, 20(15), 126–138. https://doi.org/10.33423/jhetp.v20i15.3942
Students in TRIO Student Support Services (SSS) often take first-year seminars. This study examined the overlap between first-generation college students (FGCS) participating in both TRIO and a first-year seminar and compared their performance with other groups. The first-year seminar was a research-based academic course focusing on topics in educational psychology, designed to be highly interactive and discussion based, and used a student-centered pedagogy. Instructors used an identical schedule of topics and assignments and had a week-long training prior to the course and continued training throughout the semester. Students in both the TRIO and a semester-long first-year seminar had significantly higher GPAs and a 22% positive difference in persistence. This combined group had a 12% higher persistence over students who were only enrolled in a first-year seminar (i.e., were not TRIO participants). Some of the challenges common to FGCS were a sense of unpreparedness, and "a lack of intellectual and experiential understanding of the daily, financial and institutional tasks of college and being first-generation" (p. 132). The students lauded the support that the TRIO program offered, which helped them build autonomy. Participants also reported being anxious about college workload and relationships with professors and achieving balance between social, academic, familial, and financial obligations. The skills that were deemed most useful from the first-year seminar were time management and motivational strategies, with participants noting that the skills they learned were applicable to their other classes. They also expressed that they appreciated the close instructor relationship they developed in the first-year seminar.

Williams, A., & Ash, A. (2021). First-generation college student network. Honors in Practice, 17, 258–259.
The Honors College at the University of Mississippi has created a First-Gen Student Network to serve as a resource for first-generation college students (FGCS). The network consists of faculty, staff, and students, with optional biweekly meetings that discuss a variety of topics of interest to students. While housed in the Honors College, events are open to all interested participants. The network creates a ready-made repository of people and support that students can access when they have questions. Most students in the Honors College are white, so the First-Gen Network helps create a more diverse group, both racially and socio-economically. The network has since expanded, with an increased social media presence and events. Since the First-Gen Network is housed in the Honors College, there are more opportunities for undergraduate research, a high-impact practice.