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Running Head: FIRST GENERATION COLLEGE STUDENTS

First Generation College Students: Pioneers of Higher Education

James McClellan

Virginia Polytechnic Institute and State University

October 16, 2014

First Generation College Students 2

Abstract

First-generation college students are encompassing a growing proportion of the campus

population in the United States. This underprivileged group depends on the preparation of our

public K-12 school systems, capital to help them understand the dominant higher education “way

of life” during transition, resources to help them integrate into college culture, and the adult and

peer motivation to propel them to graduation. Student affairs professionals are key levers in

making first-generation student dreams a reality.


The Pioneers of Higher Education

In the United States, students who are the first in the family to attend college are a rising

demographic in higher education. These first-generation college students, as they are often

referred to, are students who have parents who have not attended or not completed a bachelor’s

degree (Bradbury & Mather, 2009; Green, 2006; Hand & Payne, 2006; Inkelas, Daver, Vogt, &

Leonard 2007; Petty, 2014; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996). According

to Petty (2014), “first-generation students are more likely to be older, married, have children,

employed, attend college less than full time, and be less involved in college activities.” These

students are encompassing a growing proportion of the college-going population, and current

hold about one-third of the seats in today’s institutions (McCoy, 2014). As more groups of

people, including women, African-Americans, and Latinos, were granted access by way of the

law throughout the Twentieth-century, the likelihood that a student who did not have a parent

who attended college previously increased and is still increasing today (Terenzini et al., 1996).

Often considered “at-risk,” statistics show that first-generation students are more likely to

drop out of college before earning their bachelor’s degree (Pelco, Ball, & Lockeman, 2014;

Terenzini et al., 1996). Through their separate studies, Petty (2014) and Pelco, Ball, and

Lockeman (2014) agree that first-generation college students are around four-times less likely to

obtain a college degree and approximately two-times more likely to drop out in their first year;

this has to do with environmental factors they experience when they enter college during their

first year. Most notably, these students do not have parents who have navigated the higher

education system, therefore their parents cannot act as mentors when their children go through

the process of obtaining a college degree. The parents often encourage collegiate studies, but

cannot be of much support while their child starts to enroll (Bryan & Simmons, 2009; Jenkins,


Belanger, Connally, Boals, & Duron, 2013; McCoy, 2014). Compared to the 55% of their more

advantaged peers, only 11% of first-generation students finished their bachelor’s degree within

six years (Pelco et al., 2014).

Whereas students from more affluent families may feel that college is just the next step in

life after high school, first-generation college students may feel that it is a “disjunction” from

their path (Fischer, 2007); prior to making the decision to obtain a college degree, the

expectation would have been to more labor-intensive jobs to make a living. Conversely, students

who have a family history of going to college may have the expectation of laid out before them,

and they may not have much of a choice (Blackwell & Pinder, 2014).

Among first generation college students, there is a vast array of diversity. This diversity

includes the student’s ethnicity, income, institution type they choose, and geographic region they

come from. Literature points to race and income levels as the most critical attributes for

predicting the success of first-generation students who enter college (McCoy, 2014).

Students of color account for approximately 87% of all first-generation college students

(Dennis, Phinney, & Chauteco, 2005; Pelco et al., 2014). For historical context, during the

twenty-four years between 1976 and 2000, enrollment of Black students increased almost 15%

and for Latino students there was a 25% increase nationwide (Fischer, 2007). These large

influxes of students of color were a result of access to education being open after the Civil Rights

movement. Because first-generation students of color are more likely to come from low-income

households, the challenge to financially navigate the higher education environment is raised

significantly in this population (McCoy, 2014). Along with the income factor, racially

underrepresented, first-generation college students may feel like they do not belong in the culture


of primarily White institutions (McCoy, 2014). Students of color may feel extra pressure to “fit

in” because they do not look like the dominant race, which could result in them wanting to leave.

Most research has been conducted on urban, minority first generation students, but one

group that is studied less often are the rural, White first-generation students, specifically of

Appalachia. This region is one of the poorest in the country, earning about $5,000 less than the

national average income per capita (Hand & Payne, 2006). Many families in this region work in

the coal industry, which does not require a college degree. The Appalachian region is also one of

the least educated, with only about 18% of residents holding a college degree and only 64%

completing high schools, whereas the US’s averages reflect 25% and 80% respectively

(Bradbury & Mather, 2009). Appalachian students tend to stay close to home when they choose

to attend college, because of close family ties and strong family support. Unlike first-generation

students of color, however, Appalachian students did not see themselves as a marginalized

groups, especially since most attended schools in the same region they lived in, which usually

were primarily White institutions (Bradbury & Mather, 2009). No matter where the students are

coming from, two problems remain: income and academic preparedness are keeping these

students from entering and then staying in college.

Because one in every three students are considered first-generation, student affairs

educators should be aware of the characteristics, implications, and future directions of these

students. As this population continues to increase and higher education becomes more accessible

for students who are the first in their families to go to college, it will be common practice to

interact with these students; therefore, resources should be made readily available. Student

affairs practitioners can use their interactions with first-generation students to help them become

familiar with college life and point them in the correct direction when they are in need of help


with their transition to college. By helping first-generation students feel comfortable in their

new environment, student affairs professionals will help these students create a prosperous

pathway for their life by retaining them through their commencement ceremony.

The purpose of this literature review is to condense the knowledge that has been

discovered regarding first-generation college students to help student affairs professionals

understand more about this growing population. Four themes present themselves as possible

solutions to helping students persist to graduation; these findings are presenting first. This

review explores the preparations that first-generation students receive in grade school, the

transition they go through when entering higher education, the integration of the student through

positive involvement with other students and the environment, and the motivation they need to

obtain their bachelor’s degree. The review concludes with a discussion of the implications for

policy and practice, as well as with suggestions for future research on first-generation students.

Findings

The literature on first-generation college students points to the preparation, transition,

integration, and motivation of the students. Preparation refers to the amount of academic

knowledge and social context a student has before entering an institution. Transition describes

the movement from the home to the college environment and the implications that arise with this

major shift in environment. Integration addresses the interactions and engagement a student has

with the college experience and finally, motivation encompasses the inspiration that is needed

throughout a first-generation student’s time in college for him or her to persist to graduation.

Each theme plays an important role in predicting and seeing the success of first-generation

college students.


Preparation

Education has long been seen as the passport to a rewarding and successful life. With the

bleak outlook on the job market, it can be daunting to look for work, especially when a student’s

family is reliant on a steady income. Citizens in this country are looking for work and finding

that the best way to increase their likelihood of obtaining a job is with an education resulting in a

bachelor’s degree (Blackwell & Pinder, 2014; Dennis et al., 2005). The country is moving away

from an industrial workforce, and outsourcing those jobs to countries with cheaper labor, to a

more technical society that requires advanced skills that are usually taught in college (Blackwell

& Pinder, 2014). As this continues to be the trend, students are finding that they will need a

college degree to keep up and hopefully land a higher paying job when they graduate. Students

are choosing higher education to create a better life for themselves, but the preparation they are

receiving from the public education systems and their families may not be enough to get them

through the admissions process, let alone the four years they are expected to be enrolled.

K-12 and College Admissions Misalignment. Regardless of the geographical location,

race, or ethnicity from which a first-generation college student hails, one pre-existing factor that

points to success in college is the academic rigor students participated in during their K-12

experience (Green, 2006; Woosley & Shepler, 2011). The more academically stimulating the

curriculum, the better the chance students have of getting into college. Green (2006) points to

the “educational pipeline” as one of the best determinants of success. She states that the

standards from K-12 and the admission process of higher education are not aligned properly,

which is failing our students from getting in to more selective colleges. The educational pipeline

is a system of standards that build off of knowledge that was created the year before. For

example, students in first grade would be learning how to add two-digit numbers based off of the


knowledge they learned in kindergarten. If the student did not master that concept in

kindergarten, they would not be able to progress to the next grade. Unlike standardized tests

such as the ACT and SAT, which do not accurately indicate success in college-level work

(Naumann, Bandalos, & Gutkin, 2003), students would be held accountable through their K-12

experience so that the academic transition to college would be seamless. This system would

continue all the way up to college, where the standards would be aligned so that students in

twelfth-grade know what knowledge they need to get in to a specific university.

Due to the failures of public schools that serve large portions of future first-generation

students, students are often times required to take remedial classes of material that should have

been taught in K-12 during their first semesters of college (Green, 2006). Because these courses

do not count toward the degree requirements of the intended major, and are usually not covered

by any sort of scholarship or grant money, they prolong the time to degree completion and

ultimately create a financial barrier to the students (Green, 2006). This is not only costly, but is

also discouraging.

Community Colleges. In this country, we have a wide variety of institutions, many of

which can be a low-cost option for students in need of financial support. After graduating from

high school, first-generation students may want to begin their path to a college degree by

enrolling in a community college. 41% of all first generation college students begin trying to

change their trajectory through enrollment in a two-year institution like these (Byrd &

McDonald, 2005). However, special attention should be paid to these uniquely American

institutions. These junior colleges started as a means to higher education through a more

financially and geographically accessible approach, but as Green (2006) states, they are not

providing the same opportunities as four-year institutions. In 1994, only about 10% of students


who started at community college eventually attained a bachelor’s degree, whereas around 40%

earned a bachelor’s degree if they began in a four-year institution (Bui & Khanh, 2002). Since

many first-generation students may want to save money, they choose community colleges as a

low-cost option to earn general education credits before transferring to a four-year institution.

Through a study conducted by Byrd and McDonald (2005), students reported that after

transferring from a community college to a four-year college, they found that the work they had

completed previously was nowhere near the rigor that was required in upper-level work. One

student in the study admitted:

“Community college was like high school in a lot of ways. They didn’t challenge you

intellectually. Your vocabulary could be a lot smaller. When I transferred over to the

university, I remember the first text I picked up and I was reading some of those words

and I had this, like, what does that mean [moment].” (Bryd & McDonald, 2005)

Community colleges that do not match the rigor of the institutions they claim to be able

to send first generation students to are setting students up for failure (Byrd & McDonald, 2005).

The curriculums of two-year institutions should be aligned to match, at very least, the four-year

colleges and universities in the area. Academic advisors should also listen to the student’s hopes

and ambitions to see how their coursework may need to be tailored to suit the program they wish

to transfer into.

Transition

It is very unlikely that students from families without a college education fully

understand the norms and nuances of higher education. Due to the culture that forms at an

institution, there may be a tough transition period had by freshman first-generation students

(Blackwell & Pinder, 2014; Cabrera, Miner, & Milem 2013; Inkelas et al., 2007; Jenkins et al.,


2013; McCoy, 2014). To understand this transition, research looks at the two cultures that first-

generation students must navigate: family and academic culture.

Parental Support. First-generation students are attempting to deviate from their family’s

course decision to not attend college and pursue a degree. This could be because the student sees

prospects in the mission of higher education to provide better opportunities for students, and

ultimately, want to create a successful and sustainable life for them selves. Parents and families

want the best for their kids and often hold high expectations that their children will choose the

path to college. However, parents who have not attended college usually cannot help their

children navigate through the process, because they have not been through it themselves (Bryan

& Simmons, 2009; Jenkins et al., 2013; McCoy, 2014; Woosley & Shepler, 2011).

Parents limited knowledge can lead them to believe the process of degree attainment is

less complicated than it actually is. One example that Bryan and Simmons (2009) give is that of

a student who switches his major after finding out his interests have changed. A first-generation

student might start their freshman year thinking they would like to pursue a degree in medicine,

and after discovering his love for literature, change his major to education. Parents may be

perplexed as to why the student would want to enter a profession that does not make near as

much money, and may not fully understand the common belief that college is about finding one’s

self and exploring various subjects (Bryan & Simmons, 2009). The expectations for students

that are handed down from their families are often “unrealistic” because the family has little

knowledge of how students are supposed to interact with the higher education environment

(McCoy, 2014). Parents may have more of an economic focus, rather than a development focus,

which is understandable considering that a college degree seems to be the key to earning a higher

paying job.


No matter the background or experience of the first-generation student, the one aspect of

entering the college-going culture that remains the same for all of them was lack of familiarity to

how the system of higher education worked. In interviews, it was not uncommon for students to

admit that their family set an expectation for them to attend college, but they could not help

much once they had started (Bryan & Simmons, 2009; Dennis et al., 2005; Jenkins et al., 2013;

McCoy, 2014). Since these students have no family members to rely on to help them through the

processes that are required to attend an institution of higher learning, they are essentially on their

own.

Mentors. Mentors are people who help us navigate through tough situations; they advise

us through scenarios, because they have done it before. For most students, their parents act as

mentors through the college application process. Parents suggest their children to look at certain

colleges, teach them how to apply, and offer suggestions of topics to center the admissions essay

around. Unfortunately, first-generation students do not have parent-mentors in this situation,

simply because they are going through an experience their parents have never gone through

before (Bryan & Simmons, 2009; Jenkins et al., 2013; McCoy, 2014).

Educators in K-12 can help to fill the college mentor void. By stepping into the role of an

advocate for their students, teachers and guidance counselors in the K-12 system can help

students learn about the process of applying to college, and letting them know what to expect,

and how to avoid pitfalls in the application essay (Blackwell & Pinder, 2014).

Cultural Capital. Whether or not a student has integrated into the social and academic

climate of an institution is considered by Collier and Morgan (2007) to be one of the greatest

predictors in the success of a first generation student. Lacking “cultural capital,” or thorough

knowledge of how the dominant higher education culture works, can contribute to how first-


generation students feel about their college experience (Pascarella, Pierson, Wolniak, &

Terenzini, 2004; Collier & Morgan, 2007). The culture is centered on critical thinking, and is

usually not something the institution teaches, rather the culture is acquired through experience

and is passed down through a family (Collier & Morgan, 2007). Cultural capital can help

students decide which institution to attend for the best experience that aligns to their values and

personal goals. It can also help students make choices about connections to make, organizations

to join, and classes to take one they have enrolled (Pascarella et al., 2004). This type of

knowledge is helpful in helping students assimilate into the culture and feel accepted.

Family vs. Academic Culture. After attending college for a given amount of time, first-

generation students are immersed in an entirely new culture and undoubtedly they begin to

integrate the academic culture into their daily lives. This may cause a problem when students

return home to their families (Bryan & Simmons, 2009; Jenkins et al., 2013). Students who

return home for academic breaks face the challenge of balancing their home life with their

college life. It can be difficult for first generation students to relate to their less-educated family

when they return home (Jenkins et al., 2013; Petty, 2014; Terenzini et al, 1996). The families

may not fully understand the accomplishments and struggles that the student has faced while

away at college, so it is hard for them to console and celebrate these actions.

Campus Resources. Many scholars agree that a positive relationship with faculty is

essential to the success of first generation students in college. However, deciding to approach

professors can be a daunting task, especially for first-generation students who have no advice on

how to do this from family (Collier & Morgan, 2007; Inkelas et al., 2007; Jenkins et al., 2013;

Woosley & Shepler, 2011). Collier and Morgan (2007) suggest that students may be intimidated

by the professor depending on if he or she uses jargon that may not be common knowledge to the


student, if he or she seems like a disciplinarian, and furthermore, if the student does not fully

understand the purpose of office hours.

Many studies have shown that involvement with the campus environment positively impacts

the student experience (Bradbury & Mather, 2009; Cabrera et al., 2013; Pascarella et al., 2004).

This is a very beneficial for first-generation students, considering they may need the institution

to set up opportunities for involvement due to their lack of knowledge with college culture.

Students have the opportunity to get involved through “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., 2007).

When transitioning into college, it is important for students to begin making peer, staff, and

faculty connections. Creating friendships and mentorships are especially important to first

generation students as they may not have many, if any, adult or peer relationships when starting

college. Through social interaction, students are able to create the knowledge they need to be

academically successful in their new environment (Cabrera et al., 2013; Collier & Morgan, 2007;

Jenkins et al., 2013).

Summer is an ideal time for students new to higher education to gain knowledge and start to

become comfortable with the culture without the pressure of thousands of students around them.

With the implementation of “summer bridge” programs in many universities across the country,

first-generation students have the chance to do just that. In his sample, Cabrera et al. (2013) tells

how summer bridge programs allow students to live on-campus, see the resources that are

available for support, and acquaint the students to what college life is like during a six-week

program. These programs are typically open to all underrepresented groups, including first-

generation students. The data of this study on the summer bridge program at the University of


Arizona, shows that first-generation students that took advantage of the program generally had

higher grade point averages, which could correlate to the students having the knowledge of

resources that can help them academically (Cabrera et al., 2013).

Involvement

Joining organizations is a key component of the college experience. Studies show that if

students engage with their institution on the extracurricular level, they are happier with their

choice to attend college and generally have a higher grade point average (Bradbury & Mather,

2009). Since first-generation students are more likely to feel isolated in their college experience,

it is important for them to start forming relationships with those around them through

extracurricular activities. However, because of the financial situation that many of these students

find themselves in, they are more likely to have a job off campus (Terenzini et al., 1996).

Extracurricular Programs. Activities that happen beyond the classroom create the

opportunity to take what one has learned in class and apply the knowledge into real time

situations. Students have the opportunity to join organizations such as student government, the

residence hall association, Greek life, and much more. Through these types of organizations,

students are able to “develop interests and define adult identity” and they can “develop increase

emotional regulation, teamwork, social skills, and interpersonal involvement” (McGaha &

Fitzpatrick, 2010).

Pascarella et al. (2004) found that for first-generation college students, “extracurricular

involvement had significant positive effects on critical thinking, degree plans, internal locus of

attribution for academic success, and preference for higher-order cognitive tasks”. This finding

was not the same for second-generation students, where extracurricular activities did not affect

the students as much. It is likely that second-generation students may have many of these skills


already, since they were passed down through their parents when they were young. Involvement

can cause an exponential learning curve for first-generation students, as they are less likely to

have learned these skills from their parents (Pascarella et al., 2004).

Part-time and Off-campus Work. Although extracurricular activities allow students to

apply knowledge and people skills, first-generation college students may not have time to do

these as often as the would like. Half of these students come from households that earn $50,000

per year, and 16% of first generation students come from homes that make only $20,000 per year

(Blackwell & Pinder, 2004). Given that those numbers can often be easily exceeded by the cost

of tuition, it is no surprise that there is a financial barrier for first-generation students. Even with

scholarships for tuition, it is not uncommon for first-generation students to decide to leave based

on the many other expenses that college has, for example: room and board, meal plans,

textbooks, and activity fees. They may have to obtain a part-time job for the cost of living while

at college so they can continue their education (Bradbury & Mather, 2009; Petty, 2014; Terenzini

et al., 1996).

With regard to the financial situations of first-generation college students, money can be

a very strong factor to which types of institutions students apply. Students from lower-income

households may choose to attend college close by, usually a community college, which offers

tuition at a lower rate than larger state or private universities. The support first-generation

students require from financial aid is a huge factor in their college experience (Bui & Khanh,

2002). As stated previously, some of these students come from families that live close to or

under the poverty line, and require much more fiscal support. If low-income students are unable

to obtain a decent amount of support through financial aid, the students are unlikely to persist

through graduation (Petty, 2014). Finally, many first-generation students require part-time work


through their time in higher education (Pelco et al., 2014). As they may not have financial

support from their families back home, lower-income students may need to find a job to support

their living expenses while away at college.

Part-time work during college has been shown to have positive and negative effects on

the student during their time in college. On one hand, students gain valuable experience in the

workforce and learn time management skills (Byrd & McDonald, 2005). Students learn to

balance the time they have between classes and work to get projects and homework completed.

Through working they may also have a better sense of what it is like to experience satisfaction

after putting time into something and seeing how it pays off (Byrd & McDonald, 2005).

On the other hand, students lose valuable time that they could be engaging deeper in

group projects and assignments. They are not able to study as often as might be needed for

classes, causing them to not do as well, which could lower self esteem (Petty, 2014). Most

critically, they lose time to integrate into the university. Since they are working during times

they are not in class, they miss the opportunity to join clubs and organizations that could enhance

their college experience. This is critical to any student’s experience, but it means that students

that do not have cultural capital are missing out on another chance to learn about the university

(Pascarella et al., 2004).

One possible solution to the working situation of first-generation college students is to

help them find jobs on campus (Inkelas et al., 2007). Helping students locate these opportunities

would allow them to engage and integrate into the university while also making money to pay for

living expenses. Students could take part in a work-study program if they are qualified or

become a resident assistant in the residence halls.


Living in the Residence Halls. Living in the residence halls can have a huge impact on

first-generation student retention. According to a study conducted by Brooks (2010), students

who lived in the residence halls in their first year were much more likely to continue into their

second year of study at the university. Residence halls create a space for students to learn

through programming, but also learn from other residents. This can be one of the key levers in

first-generation student retention especially. As students create relationships with one another,

they begin to integrate into the university culture and it can make them feel a sense of connection

to higher education that they would not have had before, due to their lack of cultural capital.

This type of relationship building can help student realize their full potential and give them a

support system to help them see that they do belong in college-life (Brooks, 2010).

The choice to live in the residence halls is often based on family income as well

(Pascarella et al., 2004), because on-campus housing is usually more expensive than off-campus

housing. This can be a major factor in the decision to live on- or off-campus, as off-campus

housing is usually cheaper.

Motivation

It is no surprise that institutions of higher education place the responsibility of learning in

the hands of the students who enroll, therefore it is also no surprise that the responsibility of

success with the learning is also in the student’s hands (Byrd & Mcdonald, 2005). The mindset

of a student can make all the difference in a student’s success. By shifting the focus from

deficits to assets and by forming a sense of self-efficacy in our students, motivation to move to

and through college is possible.

Deficit vs. Assets. Educators have often looked at the deficit model that surrounds

groups of students, especially first-generation students. This model tells only the negative parts


of a student’s life, and it makes us focus on what students do not have currently, rather than what

they are capable of (Green, 2006). Green (2006) goes on to give an example of this model at

work: in K-12 education teachers may be so focused on the fact that their students are behind

that they concentrate on the students getting the correct answers to problems quickly, rather than

taking the time for students to understand why the correct answer is right. This type of thinking

will eventually hurt the student in college when they are expected to “think more critically, take

risks, and problem-solve” on their own. Eventually, this type of thinking becomes a self-

fulfilling prophecy: educators do not believe their student can handle the work, so they create a

shortcut, and their students are not able to handle the work later (Green, 2006). Rather than

focusing at where the student has a deficit, educators should look to the student’s unique

backgrounds as strengths and construct a learning model around these (Green, 2006; Hand &

Payne, 2006; Tenerzini et al., 1996).

There is much negative data that shows what first-generation college students do not have

that contributes to their failures in college, however, when first-generation students are looked to

as education “pioneers” rather than as students who are facing higher education with all odds

against them, we begin to see that these students have the courage to tackle a system that has

worked against them and their families means (Inkelas et al., 2007). When we begin to inspire

students to look at their strengths rather than their weaknesses, we see that attitude and

perseverance is the most important factor in determining student success (Hand & Payne, 2006).

Self-Efficacy. Blackwell and Pinder (2014) show in their article that success is often

based on self-efficacy, or the inner-belief that a one can and will establish a positive outcome

after taking an action; in this case, the action was being the first in the family to attend college.

Students can often times be encouraged to attend college, but if they do not see the value in


attending they will have “little incentive to act” (Blackwell & Pinder, 2014). It is up to a child’s

mentors to show why the path to higher education should be an important consideration in one’s

life. Unfortunately, first-generation students lack the parental mentor for this avenue, as the

parents have not attended college. However, teachers can step into this role and expose them to

the importance of furthering one’s education. It is especially important for minority first-

generation students to see mentors who look like them who have attended college, as it provides

a “sense of relatedness” (Blackwell & Pinder, 2014).

Above all, it is important for future first-generation students to see what college can

provide at a very early age. Adults influence the decisions of children until age thirteen, when

peers begin to have a greater influence on children. If teachers, parents, or other mentors want to

instill a college-going mindset in their children, they should set expectations and begin producing

a love of learning in children from the very beginning (Blackwell & Pinder, 2014). Given this

research, K-12 educators should know that it is never too early to begin talking about college to

their students.

Changes in Literature

Since Terenzini et al.’s (1996) work, there have been more discoveries in working with

first-generation college students. As research began to point to possible solutions for the

retention of these students, student affairs was able to create a better picture of the services they

need to provide to have the largest impact on this population in regard to preparation, transition,

integration, and motivation.

Previously, preparation had been looked at from the lens of the family. Researchers

concerned with the cultural capital and interest of college put forth by the parents (Terenzini et

al., 1996), now researchers are looking more into the public school system to see if the academic


standards are up to par with college admissions standards (Green, 2006). In the same article,

Terenzini et al. (1996) focused on the “social and academic transitions” of first-generation

students. Further research by McCoy (2014) shows that the cultural transitions, especially of

minority first-generation students may have a large impact on retention, especially when the

transition is into a predominantly White institution, which can hold a completely different culture

than minority students are used to. With involvement, Terenzini et al. (1996) suggested that the

rigor of the academic environment and time it takes to study would not allow students to join

many organizations or engage with the college environment, however, Inkelas et al. (2007)

shows that this involvement can now be built into the college experience with living-learning

communities which do not require students to go anywhere besides their residence hall to be

involved. Finally, few early articles on first-generation students even mention the motivation

students need, and in some cases possess already, to make it to graduation. More recent articles

(Blackwell & Pinder, 2014; Green, 2006; Hand & Payne, 2006) show that this may be one of, if

not the most, important factor in keeping first-generation students in college.

Conclusion

The research on first-generation college students tells a story of tribulation, dismay, and

hardship. We know that students who are the first to attend college in their family are less likely

to walk across the stage at graduation due to lack of finances and less knowledge about the

system of higher education and what it takes to succeed. Student affairs professionals may feel

that the task of retaining first-generation students is too daunting, and that there are too many

external factors that influence the work they do in higher education to really make a difference.

However, our first-generation students may tell a different story than the research is

showing. First-generation students are not just students who are trying to break away from the


dead-end jobs that their parents might hold; these students are “educational pioneers” (Inkelas et

al., 2007). These students are entering a world they likely know nothing about in order to create

a new, fulfilling life. When student affairs professionals look at the courage it took these

students to move away from the family, realize the level of independence these students are

creating, and acknowledge the change in trajectory these students have initiated in their own

lives, we can see the possibility that these students hold.

Four major themes have been discussed regarding the first-generation college student

experience. Each of these has been linked to the retention of the students and can be seen as

factors that could determine the success of the students once they have enrolled in college.

Preparation can show how much academic knowledge first-generation students have when they

come in; it give baseline data on whether or not the student will need remediation or not.

Transition is the first step a student takes in to the college life from their home life. During this

time, students are faced with a completely different culture than they are used to. After

transitioning into college, students start to become involved. This is their time to engage with

the university on a more personal level, build relationships, and start assimilating into the college

culture. Finally, by motivating first-generation students, mentors can give them the inspiration

they need to power through the tough times and remember why they chose their path in the first

place. All of these factors create a positive, life-changing experience for first-generation college

students.

Implications

Due to the key findings in the research articles that present themselves in this review,

there are many implications that practitioners must be aware of to ensure the success of first-

generation students in college. A general sense of awareness to this small, but growing


population should be made. If professionals know the risks these students face, they are more

likely to make the transition from home to college much smoother. University officials can

create a more inclusive environment for first-generation students by incorporating summer

bridge programs into their orientation model and communicating with and educating parents on

the college experience.

Summer bridge programs can ease the transition into college (Cabrera et al., 2013).

Summer is a time that first-generation students can get to know staff, faculty, and other resources

on-campus before thousands of other students are there. They can focus on growing their

knowledge of the college culture and feeling comfortable being away from what is familiar to

them. By the time other students arrive they have already experienced the steep learning curve

and can direct their attention to building relationships with others in the classroom and residence

halls (Cabrera et al., 2013).

Time and time again, research states that parents do not know much about the college

experience and cannot help prepare their students for the four years ahead of them. If colleges

take the time to form relationships with parents at orientation, provide them with resources

throughout the year, and create more opportunities for parents to be involved on-campus, this

may not be the case. Of course, college expects students to be more independent of parents

while they are here, but with first-generation students coming in at a clear disadvantage from

their more affluent peers, it may be worth getting families involved through periodic updates,

campus events, or a sense of belonging somewhere in the college system.

Future Research

As research continues to grow on first-generation college students, it may be worth

looking into living-learning communities that foster the development of these students. In these


environments first-generation students will know that they are not alone in their journey of being

the in their family to go to college. This will connect them with others and form relationships

that will help them feel more comfortable. This type of living-learning model would also

provide sophomore, junior, and senior first-generation students with the opportunity to give back

what they learned about college life to new students who are going through similar experiences.

These communities would also incorporate students who are from more advantaged families to

help the hall gain diverse perspectives. However, caution should be given to this research

venture, as these students should not be seen as “the low-income students” of the university,

which could cause them to feel even more like outsiders.


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