The journey of first-generation students through college can be challenging due to their cultural background and lack of experience. These students face unique obstacles, as they need someone to share experiences about college. As a result, these obstacles include a need for familiarity with the college environment, limited access to information and resources, and social and financial pressures. First-generation students come from diverse backgrounds and cultures, and their experiences are shaped by their unique circumstances, so social and cultural support should be provided.
First-generation students are the first in their families to attend college. According to the definition (Ives & Castillo-Montoya, 2020), first-generation college students are students whose parents still need to complete a four-year college or university degree. However, this definition may only partially encompass the breadth of experiences among this population. For instance, some students with parents with some college experience but no four-year degree may also be considered first-generation. In addition, first-generation students come from diverse backgrounds, including low-income households, working-class families, and immigrant families, and also they may be students of color (Ives & Castillo-Montoya, 2020). Moreover, first-generation students are usually more motivated to study, as this experience is almost new among their families. Therefore, first-generation students can be defined in various ways, but they are primarily the first in the family to attend college.
One theory relevant to understanding first-generation college students is cultural capital theory. According to this theory (Beattie, 2018), individuals who possess specific cultural knowledge and experiences have an advantage in navigating social institutions and achieving success in those institutions. In the context of higher education, cultural capital can include familiarity with academic expectations, knowledge of how to navigate financial aid and other bureaucratic processes, and access to social networks that can provide support and advice. In this case, first-generation students may lack the cultural capital often taken for granted by students whose parents have attended college. This can make it difficult for them to navigate the college environment and access resources that could help them succeed, such as tutoring or academic advising. Furthermore, first-generation students may feel they need to be put in the academic culture of college and need help to develop a sense of belonging (Beattie, 2018). Hence, cultural capital illustrates that people with particular cultural experiences have more advantages while studying, and first-generation students have gaps in this sphere.
Nevertheless, first-generation students share common challenges and experiences, which impact their studying process differently. They may feel pressure to excel in college as the first in their family to attend and find it difficult to make contact with peers who do not share their experiences. They must navigate unfamiliar cultural norms and expectations of university life (Standlee, 2019). Moreover, they may need to frequently explain the demands of college to family and friends unfamiliar with the academic environment. First-generation students may need help understanding the language, the forms required, or the agency’s expectations for behavior and communication. In addition, they may feel intimidated or ashamed of their lack of knowledge or experience, which can hinder their ability to access necessary services (Standlee, 2019). All mentioned challenges might harm the process of studying and discourage them from studying. Thus, due to their families’ lack of information and experience in college, first-generation students face different obstacles, such as a lack of knowledge about college, unfamiliarity with cultural norms, and college expectations.
To support first-generation students, it is essential to provide them with assistance and support, including different programs to make their adaptation to college life easier. Firstly, an orientation to the agency’s services and procedures can be provided, which includes information about eligibility requirements, application processes, and expected wait times (Standlee, 2019). This will provide first-generation students with informative assistance, which they need more. Secondly, clear and simple language should be used in all written and verbal communication, avoiding technical terms or jargon that may be unfamiliar to first-generation students (Standlee, 2019). This improvement will make the communication process easier and more accessible. Thirdly, translation services should be offered for non-English speakers, either in person, via phone, or through online resources. One-on-one assistance can be provided to help navigate the agency’s procedures and paperwork, including help with filling out forms, making appointments, or understanding instructions (Standlee, 2019). Lastly, peer support can be established by connecting first-generation students with peers who have successfully navigated the agency’s services. Therefore, by implementing these supports, social service agencies can better support first-generation students in accessing the services they need to succeed.
To sum up, first-generation students are regarded as ones whose parents did not attend college or did not graduate from it. These students need help entering college, as they need more information and someone to share experiences about this process. In addition, these students feel uncomfortable asking questions. In this case, it is essential to provide first-generation students with assistance and support by implementing different programs. These programs might include communicative, documental, and other forms of assistance to make the entering process easier and more accessible for this group of students.
References
Beattie, I. R. (2018). Sociological perspectives on first-generation college students. Handbook of the sociology of education in the 21st century, 171-191. Web.
Ives, J., & Castillo-Montoya, M. (2020). First-generation college students as academic learners: A systematic review. Review of Educational Research, 90(2), 139-178. Web.
Standlee, A. (2019). Supporting First-Generation Students. Inside Higher Ed. Web.