Supporting First-Generation College Students

First-generation college students (FGCS) are a student population that arrive at college with unique needs and challenges. Research has shown that FGCS tend to be underprepared academically, have high levels of family responsibility, have less social and cultural capital, exhibit a reluctance for help seeking, and have less social integration. They often must work to pay for college, which leads to less available time on campus and competing demands on their schedule. Financial stress is also a common concern, regardless of age, race, or gender. These factors mean that FGCS often have lower GPAs, lower persistence rates, and lower graduation rates (e.g., only half of FGCS will complete a bachelor's degree). The challenges FGCS face are often compounded by other factors, such as being from a low socioeconomic background or being a student of color. FGCS see college as an opportunity, and they are usually highly motivated to find a stable, high paying job. 

This annotated bibliography explores research on FGCS with two primary goals: (1) to understand the common challenges and beliefs FGCS experience and (2) to learn which strategies may be effective in helping them succeed. There are several limitations to this project. First, most studies are centered in the university or four-year college context; studies at community colleges are limited and infrequent. Second, there is no consensus on how to define FGCS. One definition is that neither parent attended college, while another definition is that neither parent achieved a college degree (which can include those whose parents attended college but did not graduate). Finally, the intersectionality of factors that FGCS commonly experience is not always addressed in research.

One major theme from this literature review is that there must be a college-wide initiative to support FGCS; it is insufficient to implement smaller, departmental initiatives. Students do not see departments or divisions; they see people. Wraparound and embedded supports can be especially effective for FGCS, as many are reluctant to seek help, either because they do not know where to go or because they feel like they will have failed if they cannot figure something out on their own. Targeted initiatives, such as implementing a mentoring program, creating multicultural student centers, and developing specialized programs to support the unique needs of FGCS are all generally effective, but should be created thoughtfully, with all potential stakeholders involved from the start. Even departments not traditionally housed within academic affairs, such as financial aid, institutional research, and the counseling center, can examine how they might adjust their approaches to better support FGCS. 

In terms of recruitment and support, colleges should do a better job of simplifying what can be a dizzying process of unfamiliar jargon and burdensome bureaucracy. Outreach can begin early, with mentoring in high school, better communication with high school guidance counselors and administration, and special events for prospective students. Colleges can work more with local high schools to develop a college-going culture. Some ideas explored in the literature include increasing dual enrollment, developing early college models, including mentoring to college students, adding college and career readiness to core subjects, and developing a college readiness elective in high school. Regular text messaging, with personalized messages and reminders, can foster a relationship before a student ever sets foot on campus. Common procedures expected of all students, such as applying for financial aid, should be simplified as much as possible, and jargon, especially financial aid jargon, should be clearly explained.

FGCS often miss out on social integration on campus due to needing to work to afford college. Thus, institutions should prioritize on-campus work and look for other funding opportunities in order to promote FGCS connection to campus. Academic advisors should also be aware of the particular challenges and characteristics of FGCS, especially a reluctance to change majors and overall confusion on how to navigate the academic planning process. Because of the reticence of FGCS to reach out for help, departments should consider how to better initiate contact and make help-seeking both accessible and feasible. Contact should be deliberate and emphasize forming strong relationships. The institution should also consider more ways to present support services to FGCS, explicitly discussing where to go for different needs and what the benefits are. Student support departments should have flexible hours, including evening and weekend support to accommodate those students who have external commitments during the day.

The first few weeks in college are a critical time for FGCS. They are often bewildered by a new environment, feel isolated, and often do not have a support system that can lead them through the transition. Some promising strategies to help with this transition are summer bridge programs, formalized peer mentoring programs (peer mentors who are also FGCS are especially effective), and cohort-based programs. These programs have been shown to help with social and academic integration, as well as promote a sense of belonging, which is strongly related to student persistence and retention. A first-generation student organization could play a role in developing a strong support network with informal peer mentors. Learning communities, ideally built into the academic curriculum, can play a similar role. In terms of academics, early warning systems should be developed and employed in order to identify students who are off track early in the semester. Common areas that FGCS need help developing are time management, study skills, and motivational strategies. Support for these skills should be advertised, ideally within the classroom.

Finally, faculty are often the main point of contact for students and play a pivotal role in helping support FGCS in the classroom. Faculty should consider requiring student engagement, peer interaction, and faculty interaction as part of their courses. Embedding support services within the class and normalizing help-seeking behavior can lead to more students connecting with the supports they need. The first weeks in a course are a critical time, and low-stakes assignments that provide formative feedback are an effective way for students to have the opportunity to succeed without a huge grade penalty if they fail. Offering redemptive options, such as assignment redoes and dropping a low grade, can also support FGCS as they adjust to their own perceptions as themselves as a scholar. Faculty should encourage students to reach out with questions, to attend office hours, and consider other more informal meetings opportunities. Faculty should be particularly intentional in how they describe the purpose of office hours. Many FGCS are hesitant to 'bother' faculty at their office hours or may not understand why students attend office hours. In terms of the curriculum, using strategies such as illustrative and personal examples, explicitly connecting coursework to careers, and incorporating culturally relevant material have been shown to engage students. Scaffolding larger assignments, such as research papers, can help students stay on track and understand the steps needed for the overall project. In terms of broader support strategies for FGCS, administrators could consider including advising and mentoring as part of the faculty job description (and part of the evaluation process). Lastly, professional development for faculty on these best practices can help faculty learn the importance of these strategies and how to best implement them.