First Generation Students

Introduction and Definitions

Twenty-four percent of undergraduates have parents with no postsecondary education, and 56 percent have parents who do not have a bachelor’s degree, according to the National Association of Student Personnel Administrators (NASPA) Center for First-Generation Student Success. According to this study, first-generation college students are more likely to come from low-income or minority backgrounds and to be parents, caregivers, veterans, or first-generation Americans. The Future is FirstGen

Definitions of a first-generation college student vary. A common description of a first-generation college student is someone who is the first in their family to attend college. Another often used definition is that a first-generation college student is an individual neither of whose parents earned a bachelor’s degree. The broadest definition is that a first-generation student is someone who comes from a family that lacks a college-going tradition.

Moreover, according to Career Pathways data from the Council of Graduate Schools, 27% of doctoral students identify as first-generation, with higher percentages among some racial and ethnic groups and fields of study. Thus, although there were no significant differences between first-generation students by gender, 52% Hispanic or Latin, 51% American Indian/Alaskan Native, and 41% Black or African American identified as first-generation doctoral students. By field of study, 35% of education PhD students were first- generation, 32% of health sciences PhDs identified as first-generation, contrasted with 19% in business. A greater proportion of first-generation doctoral students hold undergraduate student loans (47%) than continuing-generation students (31%). Insights into First-Generation Doctoral Students

Definitions of first-generation graduate students also range from narrow to expansive. Thus, on one hand, the Council of Graduate Schools defines first-generation doctoral students as those who are the first of their generation to both complete a bachelor’s degree and pursue a doctoral degree. On the other hand, the University of Washington Graduate School Office of Graduate Student Affairs offers a broad definition of a first-generation graduate student:

  • An individual who is in the first generation of their family to earn a bachelor’s degree
  • An individual who is in the first generation of their family to enter graduate school
  • An individual who is in the first generation of their family to enter graduate school in the United States
  • An individual who never received access to the knowledge of navigating graduate school, even if they have a family member who earned a graduate degree

Challenges for First Generation Students

Some challenges identified for undergraduates may pertain to graduate students as well. These include academic, social, and economic barriers such as

  • Having less knowledge about how to navigate the “hidden curriculum” of higher education
    • Expectations embedded in coursework that are unspoken and unwritten but implied
    • Customary practices in higher education (e.g., attending office hours, consulting student services for help, seeking tutoring)
  • Having feelings of alienation, isolation, and intimidation
    • Feeling disconnected from home and family
    • Feeling different from other students
    • Self-doubt about pursuing further education
  • Having additional demands beyond coursework
    • Financial pressures
    • Work obligations
    • Family responsibilities

Although they have already successfully completed an undergraduate degree, first-generation graduate students may need support in transitioning to graduate school. Achieving another first brings new uncertainties, expectations, and financial needs. Examples of these additional challenges include (a) pressure to land jobs right out of college to help support family members, who don’t always understand the value of graduate degrees or the significance of research; (b) difficulty adjusting to an environment in which many students come from families with advanced degrees and have knowledge and networks that give them an advantage; and (c) less of a financial safety net, especially since the families of first-generation grad students typically have less wealth than families of degree holders.

Recommendations

Recommendations for providing more equitable instruction for first generation students include steps that address these challenges either directly or indirectly:

  • Make what is hidden in coursework more apparent by increasing transparency.
    • Explain “common” classroom practices such as
      • Syllabi
        • Provide goals for course and student learning objectives
        • Specify instructor expectations and grading system
        • Lay out detailed timeline and descriptions of assessments
        • Include rationale for assignments and class activities
          How to Create a Syllabus
          Creating an Inclusive Syllabus
      • Office hours
        • Explain purpose and importance
        • Have flexible hours
        • Be available before and after class
        • Allow for virtual meetings
          Office Hours
      • In-class discussions
      • Group work
        • Allow time in class to plan
        • Encourage online group meetings
        • Establish structure and clarify roles
          Evaluating Group Projects
    • Clearly communicate how to be successful in the course
      • Express high expectations, with confidence and encouragement
      • Use rubrics to evaluate student work
      • Provide examples of strong and weak work
      • Offer regular, timely, and constructive feedback
        • Include suggestions on how to improve (e.g., provide specific comments on student work and encourage individual meetings)
        • Acknowledge students’ strengths
      • Clearly articulate what students need to do to fulfill all class requirements
    • Be mindful of language
      • Avoid language that is culturally specific that may not be familiar to all students
      • Use appropriate language when speaking about a particular group
      • Explain acronyms, abbreviations, and other terminology
      • Avoid unfamiliar jargon
      • Avoid generalizations that may exclude students (e.g., phrases that make implicit assumptions about students’ physical ability, family structure, social identities, citizenship status, or economic means)
        Inclusive Teaching
      • Encourage students to seek appropriate help
      • Make help-seeking an integral part of important class activities
      • Require submission of outlines, bibliographies, multiple drafts, etc.
      • Include information on various university support services in your syllabus. (e.g., Writing Center, Disability Support Services, Veterans Resource Center)
      • Normalize difficulties with course material
      • Reach out to students who are struggling
      • Be approachable and accessible to students who have questions or seek help
        • Invite them to attend office hours
        • Respond to their emails in a timely manner
    • Share helpful tips (e.g., time management and planning skills, organizing tools, study methods)
      Office Hours
      Growth Mindset
    • Create a welcoming environment and sense of belonging
    • Consider students’ financial situation in setting requirements (e.g., course materials, activities, and additional time commitments)
      Inclusive Teaching
      Balancing Structure and Flexibility

Sources

FirstGen Forward
The Future is FirstGen

The Chronicle of Higher Education
Who Is a First-Generation Student?

Council of Graduate Schools
Insights into First-Generation Doctoral Students

University of Washington Graduate School
First-Generation Graduate Students

Rutgers University/Newark News
Program for First-Generation Graduate Students Fills Gap

Santa Clara University Faculty Collaborative for Teaching Innovation
Teaching First-Generation College Students & Fostering Belonging

University of Pennsylvania Almanac
Teaching First-Generation College Students

University of Toronto Robert Gillespie Academic Skills Centre
Pedagogical Strategies to Support First-Generation Students

University of Washington
Teaching@UW
First-generation college students

California State University/Fullerton Faculty Development Center Quick Start
22 Tips for Teaching First-Generation College Students

University of South Carolina Center for Teaching Excellence
Strategies to Effectively Teach First-Generation Students

Northern Illinois University Center for Innovative Teaching and Learning
Supporting First-Gen Students

Mira Costa College Tutoring and Academic Support Center
Teaching First Generation College Students Guidebook