Navigating New Terrain: Challenges and Resources for First-Generation College Students

Approximately 56% of college students are first-generation, trailblazers breaking the cycle of limited access to higher education that may have been prevalent in their families for generations. Understanding the unique challenges first-gen college students face is crucial for higher education institutions and policymakers. These students often encounter obstacles that their non-first-gen peers may not face, such as financial pressures, navigating a complex higher education system, and dealing with imposter syndrome.

A first-generation college student (FGCS) is typically defined as a student whose biological parent(s) or guardian(s) never attended college or who started but did not finish college. However, “first-generation” can represent diverse family education situations, such as parent(s)/guardian(s) who enrolled in college but never graduated, or one parent who graduated while the other never attended, regardless of the education level of the other adults in their lives. "First" may refer to the first college student in the nuclear family and may include biological family or guardian/adoptive family. Additionally, the definition of FGCS does not exclude higher levels of education. For example, a student may identify as FGCS for graduate school or professional programs if this level of education was not previously reached by any member of their family.

Diverse Backgrounds and Economic Disparities

First-generation college students represent a significant and growing portion of the student population in higher education. Many of these students come from diverse backgrounds, and their experiences are not homogenous; they represent various racial, ethnic, and socioeconomic backgrounds. Racial minorities and ethnic groups make up ~54% of the FGCS population. As such, many FGCS must overcome racial disparities and discrimination to succeed in academic settings. Current data suggests that FGCS report higher levels of classism on campus from peers, professors, and their institutions. Others report feeling embarrassed due to misinterpretations by course instructions or peers that are linked to their economic realities. Additionally, a recent phenomenological study showed that the label of “first-generation” was associated with feelings of being an “outsider,” a feeling that was generally associated with comments invoked by their peers who were not first-generation identifying. An Educational Opportunity Center participant from California shared, “The lack of diversity has negatively impacted me because I often feel like an outsider.”

Economic disparities often play a significant role in the lives of first-gen college students. About half of these students come from families with low income, making the pursuit of higher education a formidable challenge. The cost of tuition, textbooks, and living expenses can place a heavy burden on these students and their families. These financial barriers often lead to increased stress and can hinder academic success. Oftentimes, first-gen students need to work while juggling the unfamiliar college scene to make ends meet. A recent study among 12,295 continuing education and FGCS demonstrated that FGCS were significantly more likely to use federal student loans, private student loans, money from a job, scholarships/grants, and credit cards to fund their education, whereas continuing-generation students were more likely to use parent and family income. Additionally, FGCS exhibited lower financial literacy than continuing education students in the same study. High university costs push FGCS to take on extra jobs to cover additional financial expenditures thus taking away precious time from studying their coursework. Additionally, families of FGCS are more likely to be less financially sound.

Graduation and Achievement Gaps

One of the most concerning aspects of first-gen college students’ experiences is the disparity in graduation rates compared to their non-first-gen peers. Moreover, a recent study found that “Only 48% of first-gen students are on track to graduate three years after enrollment, compared to about 66% of non-first-gen students.” In contrast, student who are not low-income or FGCS graduate at 55% after six years. This dismal graduation rate for FGCS stems from multiple issues that disproportionately impact them.

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In addition to graduation rates, there are notable achievement gaps between first-gen and non-first-gen students. This means that first-gen students often struggle to maintain the same level of academic performance as their peers whose parents have completed college.

Internal Struggles and Mental Health

Emotional and psychological struggles are common among first-generation college students, with imposter syndrome and low self-esteem being prevalent challenges. According to the Healthy Minds Study, which tracks mental health trends in higher education, approximately 72% of college students report experiencing moderate to severe psychological distress. These challenges are particularly pronounced among low-income and first-generation students, who face the combined pressures of academic performance, financial strain, and family obligations.

Imposter syndrome is where successful individuals feel that their achievements were accomplished by circumstance (e.g., timing, charm, luck), rather than the student’s ability or qualifications. These feelings can easily be cause or exacerbated by effects including macro and microaggressions. FGCS are especially vulnerable to experiencing imposter syndrome as they may not have a social network informed of the college experience to rely on when challenges arise. This can lead them to doubt their own abilities. In addition, feelings of competition among students enrolled in college courses, notoriously in STEM fields, may arise in academics that affect FGCS to a greater degree. FGCS in STEM fields are an important demographic to be mindful of given how STEM courses are generally taught at the university level. Contrary to, though not always, to the arts and other academic fields, STEM courses often pit students against each other in a zero-sum manner. This can be through the use of a curve to grade student performance, or through the use of harmful rhetoric that implies that competition is the only way to succeed in the course (e.g., “look to the left and look to the right, at the end of the semester only one of you is left” mentality). The lack of familiarity with the college environment can exacerbate these feelings.

One of the major factors that drive anxiety in FGCS is the feeling that they must “bring honor” and “pull their family out of poverty.” This may set even higher expectations for FGCS. These sentiments are akin to the “model minority myth” that affects Asian-American students.

Isolation and Stigma

Isolation from social circles is a common phenomenon among FGCS. Additionally, lower expendable financial resources can limit the ability of FGCS to participate in social events on campus, adding to feelings of isolation and limiting their ability to network with their peers.

The stigma surrounding mental health in some communities may deter them from seeking help or acknowledging their struggles, which can lead to a negative cycle of deteriorating mental well-being.

Navigating the Academic System and College Readiness

The academic system can be overwhelming and complex. First-gen students often have difficulty dealing with bureaucracy. They can also have difficulty finding mentors. Mentors are particularly important, as they serve to support students and help them navigate the system.

College readiness is defined as the academic and practical knowledge required to be successful in higher education. FGCS from lower-income backgrounds often attend high schools that lack rigorous college-preparatory tracks. Among parents of FGCS, there is a lack of familiarity with the significance of how the high school curriculum relates to college readiness. Furthermore, FGCS seldom knows how the college application system works, how to apply for financial aid, and more. Given that first-generation students are less likely than students from advantaged backgrounds to possess forms of cultural capital (education and academic skills among others) associated with high achievement, these students are less likely to participate in activities that lead to academic success such as group studying, using student services, and more.

Resources and Support Systems

The common denominator of first-generation student success is support. Support programs and initiatives play a crucial role in assisting first-generation college students throughout their journey to graduation. Colleges and universities have recognized the importance of offering comprehensive support services to first-gen students. By creating a network of support, institutions ensure that first-gen students have access to resources that can help them overcome challenges, both inside and outside the classroom. By addressing the emotional and psychological struggles they face, institutions are fostering a more inclusive and supportive environment.

Mentorship Programs

Mentorship programs, often led by faculty members who were once first-gen students themselves, provide valuable guidance and emotional support. These mentors can relate to the challenges faced by first-gen students and offer insights into navigating the academic landscape. Their presence as role models can inspire and motivate first-gen students to overcome obstacles and reach their potential.

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Financial Aid and Scholarship Programs

Financial aid and scholarship programs can be lifelines for first-gen students, helping to alleviate widespread economic burdens. Both federal and state governments allocate billions of dollars annually in need-based financial aid to support low-income students, many of them FGCS, to access and succeed in college. Indeed, several lines of research suggest that need-based aid may substantially increase the number of students who enter and graduate from college.

For FGCS, it is imperative that they complete FAFSA as they may be eligible for Pell grants, a grant that is awarded to undergraduate students who display financial need and have not completed a bachelor’s, graduate, or professional degree. Nationwide, 34% of undergraduate students receive Pell Grants, while more than 45% of FGCS qualify for this type of funding . Based on these numbers, ensuring that potentially eligible students complete FAFSA would benefit many FGCS. However, some unique barriers to completing FAFSA include: lack of awareness and information about financial aid, misconceptions about potential eligibility, and/or reluctance to complete FAFSA due to the complexity. FGCS are more likely to have unique parental living situations and have difficulty obtaining verification of income.

College Counseling Centers

College counseling centers can play a pivotal role in nurturing the well-being and academic success of first-generation college students.

Cultural sensitivity and awareness: College counseling centers should understand the different cultural and socioeconomic backgrounds that their students come from.
Support groups: Counseling centers should offer support groups for first-gen students to connect with each other so that they don’t feel like they’re alone. This can help foster a sense of belonging and create a network of individuals who are likely going through similar challenges.
Collaboration with other departments: Collaborate with other departments and offices on campus to ensure that first-gen students have access to a comprehensive support system.

TRIO Programs

In addition to offering federal financial aid, the federal government also formed TRIO to help assist FGCS financially and professionally. TRIO is a federally funded series of eight programs targeting students from low-income backgrounds, FGCS, and individuals with disabilities to help them progress through the academic pipeline from middle school to postbaccalaureate programs. Available services include assistance with academic preparedness, navigating financial aid, personal counseling, tutoring assistance, career planning, among many others. Universities, public and private agencies, and community organizations may apply for TRIO grants.

Success of TRIO programs have been documented, including a recent national evaluation showing participants entering 4-year institutions were 23% more likely to obtain a bachelor’s degree within 6 years than a nonparticipants’ matched comparison group. However, student criteria for entering a TRIO program is often stringent and based on federal guidelines such as having a full-time college enrollment and being a US citizen/eligible to receive federal aid to be eligible. Additionally, TRIO programs have been shown to serve a small portion of the individuals eligible for the programs , suggesting that students potentially even faculty are unaware of such services offered at their institutions.

Actions for First-Generation Students

In this paper, we suggest five actions that FGCS at the undergraduate and graduate levels might use to successfully navigate their academic climb.

Have a healthy work-life balance (e.g.

Mentoring Practices

We provide seven suggestions to mentors on to enhance their success in mentoring FGCSs’ and support a welcoming learning environment for all students. We also aim to equip mentors with tools to deliver intentional mentoring practices to ensure FGCS success throughout the academic pipeline.

Data: Increased visibility of FGCS can help reduce stigma of the first-generation status label.

Overcoming Challenges and Achieving Success

Despite the challenges, first-gen students should remember that they are not alone! And there are great examples showing that the challenges can be met. First-gen students should also remember that they overcame multiple social, economic, and academic barriers to get into college. Successfully getting through college will vastly increase knowledge and enrich both personal and professional life. It will also increase competence and confidence, and be a great source of positive self-esteem and pride. By dismantling these barriers, we can ensure that these students have equal opportunities to excel academically and embark on successful careers.

Seeking Support and Building Community

Seek the guidance of supportive peers, faculty, and administrators in order to manage the academic, social, and economic stresses of college. Great relief can come from talking with other first-generation students about your concerns. It’s valuable for students to have conversations with others who are experiencing similar circumstances, to share stories, and provide support. Senior students can be supportive mentors.

Access college resources. Many resources exist for academic, financial, and psychological assistance for students.

Addressing Biases and Promoting Respect

Confront your own biases. Don’t make assumptions. Don’t assume that someone is or is not a first-generation student based on another aspect of their identity, and don’t assume that a first-gen student is or is not economically disadvantaged. Treat all people with respect. Be open to learning from students about their backgrounds. Don’t judge people for having or not having first-gen status.

The Intersectional Identities of First-Generation Students

A unique population that merits further discussion are FGCS with intersectional identities. These identities could arise from unique family situations (e.g., single parents), veteran status, personal health issues, immigrant status, gender identity, learners who speak English as a 2nd language, and many others. An in-depth discussion about the multiple permutations of different identities and their interactions with being a FGCS is out of scope for this article, however, the complex, overlapping social identities highlight the need for mentors to understand the unique challenges each student faces on a case-by-case basis through cultural competency and humility. Additionally, as FGCS can include non-traditional adults or commuter students, greater research is needed to understand how intersectionality impacts this unique demographic of students as well.

Beyond this, FGCS identifying as Black or Latinos and/or with disabilities face unique challenges which may include the added barriers of systematic racism or inaccessible design. A good next step to characterizing the experiences and struggles of FGCS who are racial or ethnic minorities would be to conduct educational research at historically black colleges and universities (HBCUs), historically Hispanic serving institutions, tribal colleges and universities, and other minority serving institutions. In particular HBCUs and other minority serving institutions serve distinctive needs and FGCS attending them may have unique experiences relative to primarily white institutions. In total, identifying structural barriers among these populations will be critical to understanding how mentors and institutions can help support FGCSs with certain intersectional identities.

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