First-generation college students in the United States
[19] In 2014 the NCES reported that the following percentages of college students by age had parents whose highest education level was high school or less.
This is slightly higher than the share of undergraduate students who did not work while enrolled whose parents' highest education level was high school or less (34.1%).
[21] Some interviewees expressed that their self-advocacy skills in particular had helped to compensate for what they lacked in background knowledge, or cultural capital, of the college system in areas such as financial aid, student advising services, and student-professor relationships.
[22] However, ways that first-generation adult online learners differed from their continuing-generation counterparts in the study included "greater intrinsic motivation" to earn their degree and more usage of built-in student support services.
[8] Indeed, a 2002 report by Connie Ayala and Al Striplen cited in the TGSLC literature review asserts that first-generation college students are involved in a "deliberate attempt" to achieve upward social, economic, or occupational mobility.
[23][24] A study by Rebecca Covarrubias and Stephanie Fryburg equates first-generation college student status with a working-class family background and the university as a middle class environment.
[8] Middle class students are typically socialized to value independence, and they are encouraged to approach college with the intention to "separate and distinguish themselves from their parents..., to find themselves, to develop their voices, to follow their passions, and to influence the world".
[27] Indeed, an article by Jessica Harris and Chris Linder discusses abundant literature reporting on the high prevalence of racial micro-agrression against graduate students of color within the university which becomes normalized due to its commonness.
[27] Patrick Shultz conducted a study consisting of in-depth interviews with six first-year first-generation college students with both rural and agricultural backgrounds.
[46] In the case of African Americans in the post-Reconstruction era, higher education was seen by some as a means of generating leadership to bring entire oppressed classes to recognition.
[47] Du Bois's philosophy was that the cohort of emancipated slaves who would go on to become college educated, or the "Talented Tenth", had a responsibility to become leaders and advocates for the whole of the African American community.
[47] Later in his life, Du Bois expressed disappointment in the Talented Tenth, accusing them of using their education for personal gain and losing solidarity with the rest of the black community.
[48] According to a primary research study, first generation female students are experiencing high amounts of stress that is difficult to manage which can affect their progress in academics.
[51] The fifth theme was "setting a good example", and included messages reminding the student of their responsibility to demonstrate maturity, hard work, and focus to younger family members and friends.
[53] Olson cites how FGCS have been found to enter college with the expectation that it will lead to a high-paying or prestigious job, which are not guaranteed outcomes.
[55] The challenge comes with the accusations that the student has changed or is not remaining true to their culture, which further complicates their identity and belief in their potential to succeed.
[58] Regardless, SCCT predicts that if a FGCS has strong family support, they are more likely to believe in their personal goals and path to higher education and a stronger sense of self-efficacy.
Research has found that first-generation college students experience of imposter syndrome (IP) at higher rates than their continuing-generation peers.
[62] First-generation college students who struggle with impostor syndrome often cite feeling that their classes are highly competitive and that their continuing-generation peers may "find out" that they are not as capable, as skilled, or as intelligent as they may be perceived.
Joel Bothello and Thomas J. Roulet, authors of The Imposter Syndrome, or the Mis-Representation of Self in Academic Life, state, "higher education establishments need to change their incentive systems.
Scholars need to be encouraged to act less as mercenaries and more as public intellectuals, loyal to institutions that promote and cherish a holistic contribution".
[68][69][70][71][72] DeAngelo[73] provides statistics on graduation rates among FGCS and non-FGCS in a framework of four, five, and six years as well as a table that breaks down the degree attainment by race/ethnicity.
[73] A new study revealed that only 27 percent of first-generation students will earn a bachelor's degree within four years of entering college, lagging far behind their continuing-generation peers.
[77] A study by Mara Casey Tieken discusses the tension that many students from rural backgrounds face when deciding whether to attend college.
[78] Many of the students of agricultural background interviewed by Patrick Schultz made the decision to pursue post-secondary education in late high school.
[79] The students living on what they perceive as "luxurious campuses" have also reported feeling guilt, particularly if their family members continue to experience suffering.
The parents of first generation college students chose to sacrifice their education to come to another country to find better opportunities for themselves and for their future families.
By identifying and integrating cultural characteristics into the way they serve FGCS, they are being more inclusive and creating stronger relationships between the students and faculty.
The Institute for Higher Education (2012) emphasizes the need to use data (also known as evidence-based solutions) to support the efforts to strengthen programs to help FGCS.
If counselors, teachers, and administrators understand the cultural aspect that affects FGCS, they will have the tools necessary to take a holistic approach in proving these students with the specific help they need.
