RUNNING HEADER: FIRST GENERATION STUDENTS IN HIGHER ED 1

First Generation Students in Higher Ed

Wendall P. Lytle
Northern Illinois University
CAHE 503
Instructor: Dr. Jaekel
RUNNING HEADER: FIRST GENERATION STUDENTS IN HIGHER ED 2

Abstract

The amount of first generation students entering higher education institutions is on the

rise. As the enrollment for first generation students continue to increase, colleges and

universities must be prepared to support the learning development of their students. First

generation students who do not have any parents or guardians that attended college require

different attention, support, and services from their college or universities in comparison to their

counterparts.
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Literature Review

There is no single definition that captures inclusively what it means to be a first

generation college student. For the purposes of this paper, first generation students will be

defined as individuals who are the first in their immediate family to pursue post-secondary

education. I will use Rodriguez definition, in which she defined first generation students as

students who parents or guardians did not earn a degree from a college or university (Inkelas,

Daver, Vogt, & Leonard, 2007). First generation students are a rapidly growing population as

they are increasingly getting involved in higher education. According to a 2010 research study

conducted by The Department of Education, an estimated 50 percent of the college population is

comprised of people whose parents never attended college. The National Center for Education

Statistics indicates that 30 % of all entering freshmen are first-generation college students

(Banjac, 2013).

Among this growing population, evidence has shown that compared to their peers, first-

generation college students tend to be at a distinct disadvantage with respect to basic knowledge

about postsecondary education (e.g., costs and application process), level of family income and

support, educational degree expectations and plans, and academic preparation in high school

(Pascarella & Terenzini, 2005). First generation college students usually share common traits,

such as coming from working class and low income families. First generation students typically

suffer from minimal financial assistance, lack of basic knowledge about higher education, lack of

family support, and lack academic preparation from their high school (Pascarella & Terenzini,

2005). First generation students often have a more difficult time with the transition to college in

comparison to their peers who had their parents or guardians attend college (Pascarella &

Terenzini, 2005). A longitudinal study conducted by Fitzgerald and Delaney in 2002 showed
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that nationally, 89 % of low-income first-generation students leave college within six years

without a degree. More than a 25 % leave after their first year (Banjac, 2013).

Although higher education institutions present underrepresented individuals or groups

with the chance to create more opportunities for themselves, these institutions still play a key

role in the marginalization of first generation students. There has been an abundance of research

conducted on first generation students and the challenges they face before and after entering

higher education institutions. First, this paper will discuss the prior knowledge on the barriers

that first generation students face and how they are at a disadvantage in comparison to their

continuing-generation peers whose parents or guardians attended college. Secondly, it will focus

on the prior literature on the disconnection between K-12 and college in regards to the academic

success of first generation students in higher education. Lastly, it will discuss the first generation

academic success in relation to federal programs, more specifically TRIO and its effects on first

generation students.

First Generation Barriers

Engle and Tinto (2008), stated that first-generation students are four times more likely to

not complete a college program when compared to their counterparts. According to Winkle-

Wagner and Locks, “a student’s socioeconomic background is crucial to keeping the gate to

college access cracked open because there are increasing financial barriers” (2013, p. 237).

Schawrtz believes that most first generation students view college as financially prohibitive

because they have less information about the college experience along with limited financial

support. Low-income, African-American, and Latino families are less informed about financial

aid and typically overestimate the cost of tuition and underestimate available aid accessible to

them (A Shared Agenda, 2004). Low-income, minority, and first-generation students are
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specifically more likely to lack specific types of average college knowledge. These students

often do not understand the steps necessary to prepare for higher education, which includes

knowing about how to finance a college education, how to complete basic admissions

procedures, and how to make connections between career goals and educational requirements

(Vargas, 2004).

Nunez and Cuccaro-Alamin (1998), conducted a survey that showed when searching for

schools to attend, first-generation students are more likely than their non-first-generation

counterparts to select a college due to cost-related reasons. These students often make their

decisions based off of the amount of financial aid received, the amount of time it would take to

graduate, the opportunity to live at home and commute, the ability to go to school and work at

the same time, and the ability to get a job at school. First-generation students also tend to have

lower levels of social integration than non-first-generation students. This means that first

generation students are less likely to go places with friends from school or to participate in

school extracurricular activities due to the different culture that they are accustomed to. Winkle-

Wagner & Locks, (2013) say stress often also comes from the lack of support from parents.

Research in sociology shows the importance of families in helping students to prepare

academically. Students stress because they do not have the support that they need.

Researchers Lee and Kramer discussed how first generation students must negotiate

living in two conflicting worlds. One world is the environment that they grew up in and the

second is the environment that they are pursuing their post-secondary education in (Patton,

Reinn, Guido, & Quaye, 2016). One of the biggest challenges these students face is the ability to

be successful in the two different worlds. At home, first-generation students are forced to have

different roles while attempting to be proficient at college. Therefore, first-generation students’

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hardships begin before college because their parents are not equipped with information required

for college (Petty, 2014). Hicks (2003), stated that first-generation college students may be

psychologically less prepared for college. A study conducted by Hicks (2006), compared

barriers of first-generation students to non-first generation students, then found that first-

generation students had opposite expectations of college, poorer academic abilities, lack of social

preparation, lack of self-esteem, and more financial constraints. Barriers such as these impact

how successful first-generation students will be in college.

First generation college students’ experiences often involve substantial cultural, social

and academic troubles that also makes their transition more difficult (Pascarella, Pierson,

Wolniak, & Terenzini, 2004). Locks, Hurtado, Bowman, and Oseguera (2008), note that first

generation students experience with the transition to college is not only an adjustment to a new

academic environment, but also as an adjustment to a new social and cultural context. The

adjustment can be very difficult and stressful. First generation students encounter college

stressors before even entering college. Pascarella and Terenzini (2005), believes that first

generation students are likely to encounter more stressors than any other college student would

encounter due to their cultural and social backgrounds. Researchers Gibbons and Shoffner

discussed first generation students having to build the courage and complete college applications

without the assistance of their parents prior experience causes a lot of stress and discourages a lot

of students to not apply. They also mentioned that being a first generation student causes

students to have a different perception about college. Being that first generation students are the

first to attend college they often add unnecessarily pressure to themselves. First generation

students add pressure to themselves during their college experience because they are the first to

attend college (Pascarella et al., 2004).

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Once first generation students enter college, they often experience an alien environment

due to difference in the environment and culture which caused them to view colleges or

universities as foreign less comfortable places (Patton et al., 2016). Stress often also comes from

lack of support from parents. Families of first-generation students sometimes discourage them

from going to college and this can lead to isolation from family support. First-generation

students are also vulnerable to doubts about their academic and motivational abilities. They may

think they are not college material. A disconnection between home and school cultures limits the

effects of classroom learning as underserved students see few connections to their world (A

Shared Agenda, 2004).

Disconnection between K-12 and college

In order for students to have the best chance to enter and complete college, it is vital that teachers

are preparing students during their K-12 years. Most first generation students come from public

schools who are not properly preparing them for college. The lack of coordination between the

public K-12 and postsecondary sectors hinders successful transitions between the systems and

weakens educational opportunity for many students (Kuh, 2005). It is important that teachers

and faculty members work with colleges and universities to see that students are academically

prepared to start their post-secondary careers. President Obama invited college presidents and

business leaders to the White House to explore ways on how to make college more accessible to

low income first generation students and also how to create the best chance for students to

succeed coming from high school into college. The individuals at this meeting discussed how

first generation students are not academically prepared when applying to colleges. As a result,

there are states working to improve the efforts for students who are transitioning from high

school to college, and that they are prepared as well (Mitchell, Soria, Daniele, & Gipson, 2015).
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Involvement from faculty members, academic advisors, and student affair professionals will

always be important when it comes to making sure our first-generation students are successful.

There is also another suggestion by other authors that students enter college already disengaged.

This in turn effects the way students go about studying, and their attitudes towards academics

(Kuh, 2005).

Faculty, Staff & Engagement

Teaching practices, program interventions, first-year seminars, service-learning courses,

and learning communities have a positive effect on student’s grades, and their perseverance to

the second year of college (Zhao & Kuh, 2004). Student engagement suggests that institutions

should find ways to funnel student’s energy towards educationally effective activities (Mitchell,

Soria, Daniele, & Gipson, 2015). This can be extremely beneficial for students who they

identify as being academically underprepared; first-generation college students, or from a low

income background. Komarraju, Musulkin, and Bhattacharya (2010), expressed how in order for

the student to get the most of their education inside and outside of the classroom, faculty and

student affairs professionals have to work together as a holistic cohesive team to provide the best

opportunities for the student.

First-generation college students are educational pioneers meaning that they are the first,

or one of the first, in their families to pursue postsecondary education (Inkelas, Daver, Vogt, &

Leonard (2007). Students benefit most from early interventions and sustained attention when

they are at key transition points (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008). It is important

that faculty and staff clarify institutional values and expectations to their students. To do this,

the college or university needs to first understand who its students are, what they are prepared to

do academically, what they expect from the institution and themselves (Kuh, Cruce, Shoup,
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Kinzie, & Gonyea, 2008). It is important for faculty and staff to effectively use educational

practices to help compensate for the shortcomings in first-generation students’ academic

preparation, and also create an environment and culture that is about student success (Allen,

1999; Fleming 1984). “Astin’s research comparing students who stayed in college with those

who left suggested that successful transitions were enhanced by various types of college

involvements, including: on campus living, participation in social fraternities and sororities,

working part-time on campus, and generally making connections with one’s new environment”

(Inkelas et al., pp. 406, 2007) . First-generation students attending institutions that are student-

centered and have effective educational practices are more likely to perform better academically,

to be satisfied, and persist to college completion (Kuh et al., 2008). Student-centered institutions

practices include, but not are not limited to, placement test, first-year seminars, learning

communities, advising, adequate financial aid, on-campus work, internships, service learning,

safety nets, theme-based campus housing, peer tutoring, supplemental instruction, mentoring,

and orientation (Forest, 1985; Kuh et al., 2005; Kuh et al., 2007; Wang & Grimes, 2001).

Some first-generation students become involved, contribute to activities, and become

more committed to college and their studies when they are required to take responsibility for

activities that involve daily decisions and tasks. It is important for advisors, counselors and

others who have a routine contact with students to encourage them to get involved with different

activities (Kuh et al., 2008). The successful advisor becomes familiar with these students’

backgrounds and family lives (Zhao & Kuh, 2004). Academic advisors must also encourage

these students to become involved with peers in campus events, organizations, and invest time

into these activities, because they are known to promote student learning and development (Kuh

et al., 2008). In order to best assist first generation students, faculty and staff must have a
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comprehensive knowledge of the campus resources that could help these students. This

information would include any scholarships or programs offered to first-generation students, as

well as the standard resources available to them by quality of just being students. Faculty and

staff should have the contact information of the person who knows the procedures and

paperwork needed to apply for these campus programs (Zhao & Kuh, 2004).

Faculty and staff are key components in creating an environment that increases the

chances of college completion for first-generation students. Faculty represent institutions

greatest assets (Harper, Jackson, & Austin, 2011). Institutional leaders must pay attention to

faculty work and to the quality of academic workplaces placing the concerns among the highest

institutional priorities (Komarraju, Musulki, Bhattacharya, 2010). Faculty and staff are the go-to

people when students are seeking to find the best fit for them academically. When students go to

meet their academic advisor, this will be a continuous relationship throughout their college

career (Harper, Jackson, & Austin, 2011). According to Fowler & Boylan (2010), there are three

different types of advising. The first is prescriptive advising, this is when academics are chosen

based on policy and the programs degree requirements. The second type is developmental,

where the focus is on how a student is growing academically. The final type is intrusive advising

where advising is an intervention approach used to motivate the student to seek help when they

first see signs of difficulty in their academics (Fowler & Boylan, 2010). Faculty and staff often

use these strategies when dealing with students. In order to know which type of advising a

student may need, faculty and staff must know the student not only on an academic level but a

personal level.

Support services are put into place to help make first-year students transition a little less

stressful. Goodman, Schlossberg, & Anderson (2006), defined a transition as “any event, or non-
RUNNING HEADER: FIRST GENERATION STUDENTS IN HIGHER ED 11

event that results in changed relationships, routines, assumptions, and roles” (p. 33).

Schlossberg’s described transition as “any event, or non-event that results in changed

relationships, routines, assumptions, and roles” (Patton et al., 2016, p. 37-38). Patton et al.,

(2016), states there are three main types of transitions. The first is the anticipated transition

where the transitions are anticipated or predictable. The second is the unanticipated transition

where the transition is not predictable or scheduled. The third is the non-events transition and

here transitions are expected but do not happen. When dealing with the transition theory, it is

important to consider the type, context and impact of the transition in order to best understand

the meaning of the transition. Patton stressed that a transition only exists if the individual

defines it as one. There are three factors that an advisor must take into consideration while

assessing a student’s transition; the type, context, and impact of the transition. The context of a

transition refers to the relationship of the transition in terms of one’s own, and the setting that the

transition takes place (school, personal relationships, etc.) The impact is determined by the

degree in which it alters one’s life.

Patton et al., (2016) presented four major sets known as the 4S’s of factors that influence

one’s ability to deal with a transition: self-support, situations, and strategies. Seeing how faculty

and staff are the first individuals hands on with students, they have a first hand in viewing how

the student may be processing the change from high school to college. They can evaluate the

student’s situation, how they see themselves being successful throughout college, if they have

that support needed, and what strategies they have in place for time management and coping with

stress. This allows the advisor to make those executive decisions/suggestions to direct students

to the proper support service needed in the beginning.

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Schlossberg also discussed the challenges of mattering that these students face. Avoid

beginning a sentence with a quote, “Feelings of marginality often occur when individuals take

on new roles, especially when they are uncertain about what the new role entails” (Patton et al,

2016 p. 123-124). Marginality is defined as the sense of not fitting in or belonging. This can

lead to lack of self-consciousness, irritability, and depression for some students. For first-

generation students, this feeling can often be permanent, while students from dominant

population may temporarily experience these feelings. Students who feel marginal stress about if

they matter to people. First generation college students have to reconstruct any narratives they

might have had about college life once they come to terms with juggling multiple roles in

college, such as a worker, student, and family member (Jehangir, 2010). Mattering is defined as

“our belief, whether right or wrong that we matter to someone else” (Patton et al, 2016). Here is

where advisors can suggest that students join different social groups, and get involved on campus

so that they have a sense of belonging.

First Generation Programming

The Federal TRIO Programs (TRIO) are Federal outreach and student services programs

designed to identify and provide services for individuals from disadvantaged backgrounds. TRIO

includes eight programs targeted to serve and assist low-income individuals, first-generation

college students, and individuals with disabilities to progress through the academic pipeline from

middle school to post baccalaureate programs. Because of TRIO Programs, first-generation

students persist and graduation rates increase (Sordlet-Leonard, 2002). In August of 1964,

President Lyndon B. Johnson signed the Economic Opportunity Act. This legislation opened

the Office of Economic Opportunity and its Special Programs for Students from Disadvantaged

Backgrounds, better known as the nation’s TRIO programs (McElroy & Armesto, 1998). The
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first TRIO initiative, Upward Bound came into existence, followed by Talent Search, which was

created under the Higher Education Act (HEA) in 1965. TRIO’s Student Support Services

program was transferred from the Office of Economic Opportunity to the Office of Higher

Education Programs in 1968 during the reauthorization of HEA (McElroy & Armesto, 1998).

From 1972 to 1990, TRIO has expanded to more programs such as, Upward Bound

Math/Science Program, TRIO Staff and Leadership Training Authority (SLTA), Educational

Opportunity Centers (EOC), and Ronald E. McNair Post-Baccalaureate Achievement Program

(McElroy & Armesto, 1998).

The Upward Bound aspect of the program targets youth between 13 and 19 years old who

have experienced low academic success. The Upward Bound has created programs at

institutions of higher education and other qualified organizations that improve the likelihood that

disadvantaged youth will graduate from high school, enter higher education and persist to

graduation. High school students who will be first-generation college students or military

veterans with only a high school degree are eligible to participate. Upward Bound’s goal are to

increase student’s college awareness, assist them through the admissions process, and supply

students with the proper resources to persist throughout college to graduation. Participation in

this program is intense throughout the year. It provides students with academic, counseling, and

tutoring services. There is also a cultural enrichment piece, which allows students to see

possibilities outside of their everyday environment. Many Upward Bound programs give

students the opportunity to experience college first hand through a five to eight week, full-time

residential summer program (McElroy & Armesto, 1998).

The Student Support Services (SSS) aspect of the program are put into place to help

college students who come from a disadvantaged background with assistance in meeting basic
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college requirements, opportunities for academic development, and motivation to successfully

complete their postsecondary education (McElroy & Armesto, 1998). SSS projects also may

provide grant aid to current SSS participants who are receiving Federal Pell Grants to help afford

college. The goal of SSS is to increase the college retention and graduation rates of its

participants and facilitate their transition from one level of higher education to the next (Student

Support Services Program, n.d.)

Young and Exum (1982) found that “the more years of participation in TRIO programs,

the more successful the outcome among participants.” Mathematica Policy Research, Inc (MPR)

found that participants had higher educational attainment expectations, were better prepared

academically, and had parents who were more involved in their students’ school-related

activities. TRIO programs are vital when it comes to first generation student’s academic success.

They provide the resources necessary for students to persist from high school to college, to

college completion (Student Support Services Program. (n.d.). The services that trio provides

creates a gateway for success for first generation college students which also influences the

collective success of the nation-state. According to a written testimony by Rhonda Bryant and

Amy Benfield (2014), “as college graduates first generation students are more likely to have

sustained employment over their lifespan, increase rates of homeownership and, increase civic

engagement and better health and wellness”. As a result of the success of the TRIO program,

The Department of Education awards grants to private and public institutions of higher education

to establish TRIO initiatives across the country (Sordlet-Leonard, 2002).

Recommendations for practice

As research shows, first-generation college student’s rates are increasing. For this

reason, higher education institutions should make sure that they are providing the proper
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resources for these students. There are several good practices to best practice to accommodate

first generation students. One would be to understand the different barriers these students are

bringing with them to college, and how to properly address them. Students need to be exposed

to and encouraged to use the available resources to succeed. Bridging the gap between K-12

schools and post-secondary educational institutions would be a great practice. The two entities

have to work together to properly prepare first generation students for higher education by

increasing the quality of K-12 education and also providing supplemental programs at the post-

secondary institutions that cater to the needs of the students coming from high school. They

should also work together to provide mentorship for first generation students as they start the

process of transitions from high school to their post-secondary education. This will take the

pressure off of the families of the students who will also being going through this transition for

the first time.

Research has shown that for the best interest of the first generation students, faculty, staff

and students should work together towards aiding the students. This will allow the first

generation students to persist, and eventually graduate. Institutions should make sure that they

are providing different student support services that students can use. Support programs such

TRIO, Living Learning Communities, first year seminars and summer bridge programs. It is

wise that first-generation students join a Trio program during high school, and use their services

throughout college. These programs are put into place for students to learn about college, the

terminology, the admissions process, and how to work towards college completion. College is

possible for all students. Institutions have to invest in first generation student’s success in order

for the students have the best possibilities and opportunities to be successful.

Conclusion
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In the final analysis, higher education is continuously becoming more accessible to first

generation students. As the enrollment for first generation students continue to increase, colleges

and universities must be prepared to support the learning development of their students. Higher

education is forever evolving. Colleges must educate this generation of undergraduates to thrive

in an era of change. Regardless of the definition, the enrollment patterns and experiences

maintained from first generation students once enrolled differ from those of non-first-generation

students (Renn, and Reason, 2012). Going forward, K-12 and post-secondary intuitions have to

do their best to cater to the distinct unique needs of first generation students.

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