First-generation college students (FGCS) represent a unique part of the college population due to the challenges and opportunities that they encounter while pursuing higher education. Interest in researching various aspects of the lives of FGCS stems from the increasing number of students from these category who are joining universities in the United States. Scholars, college administrators, and other stakeholders are in consensus that understanding the challenges that these students face will assist in improving their experiences while pursuing their education (Carroll, 2017). Factors such as culture, socioeconomic status, student motivation, and guardian/ parent support impact on the ability of FGCS to complete their college education. Notably, students from minority communities form a significant percentage of FGCS; hence supporting them in their education enhances social mobility, opens up multiple career opportunities, and breaks the negative cycle of poverty in the community. This paper, therefore, advocates for the creation of support programs in colleges for FGCS to help them overcome the pertinent challenges that they encounter and provides recommendations for the students to complete their education successfully.
Research Justification
Inequality in the completion rates between FGCS and other students highlights the need for concerted efforts in supporting the segregated body of students. Ostensibly, efforts by the students to improve their financial situations may be a contributing factor to the unexpected academic performance. Often these students take up part-time jobs to supplement their income and ensure survival while in university (Lewis & Sarah, 2018). The jobs are sometimes strenuous, taking up much of the student’s time, leaving little for academic work. The current study seeks to develop a deeper understanding of the undesirable completion rates for FGCS and come up with solutions that will improve the current statistics.
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Literature Review
The transition from secondary education to college is not always smooth, especially for FGCS. Gin and Scott (2020) noted that the transition could sometimes cause a false sense of freedom that ultimately affects the attitude and commitment of the student. This is usually the case since university students are not strictly monitored like their high school counterparts. For students who lack the requisite self-motivation, attending classes, taking notes, and fulfilling other academic tasks becomes difficult. They end up performing poorly, leading to dropping out or repeating classes. Similar observations were made by Redford, Kathleen and Ralph (2017), who noted that University education self-directed while secondary education is teacher-directed. The differences in monitoring result in challenges with some students lacking the motivation to fulfill all their academic obligations. Considering that most college students are between the ages of 18 and 24 years (Lewis & Sarah, 2018), some may lack the mental maturity to make their own decision regarding their education choices. The transition can potentially affect FGCS more than the others due to other stressors such as separation from family, financial constraints, and inadequate family support. Poor handling of the transition period can lead to frustrations due to poor results and loss of interest in school, leading to discontinuation of their education.
The main reason for joining college is knowledge acquisition and academic growth. Unfortunately, FGCS attain lower grades and limited academic concentration as compared to their peers due to several underlying factors (Katrevich, & Aruguete, 2017). This assertion shows that they are likely to graduate with poor grades of face higher chances of dropping out as compared to others. Garriott (2019) pointed out that FGCS from low-income families are not less smart than their counterparts from well-off families but rather experience more stressors than others leading to unconvincing academic performance. Poor academic performance by these student groups undermines the whole essence of ensuring equal education access and opportunities for all members of society, thus creating the need for extra efforts to support FGCS (Carroll, 2017). Individual development, in addition to academic achievement, is a crucial factor in the labor market. The inequalities that abound in college between FGCS and their peers mean that majority of the students enter the labor market at a disadvantage hence fail to secure preferable jobs that guarantee social mobility (Garriott, 2019). Additionally, the time spent doing part-time jobs limits the ability of the FGCS to build on skills, talents, and engage in networking, which becomes crucial in the future.
Several obstacles contribute to the inequality in college completion between FGCS and their peers. Lewis and Sarah (2018) observed that cultural differences, which sometimes result in culture shock when not properly handled, impedes the academic and overall development of the students. Failure to adjust to the new culture may result in adverse effects such as poor academic performance or even dropping out. Frequent social interactions can help the students to quickly learn aspects of the new culture and blend into the college community. Lack of or inadequate parent/guardian support negatively affects the student financially and emotionally. The lack of support can cause frustration and poor experiences for the students. The college counseling and support programs must have the competence to identify and assist these students when dealing with such challenges. FGCS, just like any other college students, are not immune to negative peer influence. Succumbing this influence can have negative outcomes such as alcohol and drug abuse, absconding of academic responsibility, and dropping out. Counseling groups should encourage the development of a sense of self-direction and motivation to avoid negative peer pressure.
Discussion
Developing programs that cushion students from the challenges of the transition or provide support at the time is essential for enhancing the experiences of FGCS. Several colleges have counseling programs targeting these students, although the programs are not as robust as it is necessary to support this body of students. Evidence supports the use of counseling programs and extracurricular activities to ease the settling in processes for first-gen students (Carroll, 2017). Clubs and societies such as cultural groups, on-campus religious societies, sports clubs, among others, allow the students to quickly make friends, learn a new language and engage in group activities that create fulfillment and make their time in university enjoyable. The financial aspect of the transition process is also critical for the success of the FGCS, considering that a significant amount of financial input is necessary to make the life a student comfortable. FGCS mainly come from lower-class families and are likely to experience financial difficulties without adequate external support. Support programs should provide avenues for students to access scholarships, direct financial hence from well-wishers and part-time jobs to support themselves in schools. More importantly, instilling the right attitudes in the newly admitted students helps them overcome the challenges associated with the transition process.
Programs aimed at improving the academic performance of FGCS should focus on the underlying causes of poor performance. Currently, only concerned professors and instructors take up the responsibility of making follow-ups on performance and providing some form of counseling. The parents of these students often take little notice of their academic performance partly because of their education level. There is a need for counseling and follow up programs that encourage the student to be self-directed in their academic work (Gin and Scott, 2020). Furthermore, some of the FGCS may lack the maturity to strive for better grades successfully; hence there is a need for an adult within the college community to provide guidance in helping them to fulfill their potential.
Individual development involves learning new skills, engaging with peers from different cultures, and improving on one's talents to positively impact on individual perspectives as part of the learning process. Failure to engage in activities that contribute to personal development means that the student primarily relies on academic achievements while entering the job market. Joining societies and engaging in club activities should be a priority for students while seeking to develop various aspects of their lives.
Recommendation for Success
Success in college is a factor that cannot be standardized for FGCS, although certain behaviors and decisions can direct the student on the path to success. Focus on academic excellence, and personal improvement is critical to the successful completion of college education. FGCS students, especially from low-income families, must realize the potential of college education, leading to social mobility (Garriot, 2019). As such, the student becomes motivated to work extra hard and attain the skills and competencies needed for the job market. Networking beginning at the college level, opens up opportunities for the students to learn professionals in the field. They then develop a sense of direction that guides them through their college education. Alternatively, the students can build on their talents in addition to the knowledge attained through their education. Talent offers and extra dimension to their personal development and contributes to success. They also need self-motivation to overcome the numerous challenges that FGCS face with the willingness to seek help when necessary also contributes to success.
Conclusion
The decision to select FGCS was greatly informed by the barriers they encounter in their quest for college education. This research is, therefore, relevant to the students, colleges, and policymakers in identifying these challenges and developing measures to help ease the experiences of the students. It is also a guide for students on the correct decision making that will guide them to successfully complete their education. A body of research identifies challenges faces by FGCS and suggests various methods of overcoming the challenges (Carroll, 2017). Developing college programs that support these students financially, socially, emotionally, and in academics can significantly improve their experiences leading to better outcomes.
References
Carroll, M. (2017). Academic success for first generation college students by being involved in extracurricular activities (University Presentation Showcase). Eastern Kentucky University, Richmond, KY, USA. https://encompass.eku.edu/swps/2017/graduate/18/
Garriott, P. O. (2020). A critical cultural wealth model of first-generation and economically marginalized college students’ academic and career development. Journal of Career Development , 47 (1), 80-95. doi: 10.1177/0894845319826266
Gin, K. & Scott R. (2018). Transition and campus engagement. In H. T. Rowan-Kenyon, A. M. Martínez Alemán, & M. Savitz-Romer. (eds). Technology and engagement: Making technology work for first generation college students (pp. 23-47). New Brunswick: Rutgers University Press.
Katrevich, A. V. & Aruguete, M. S. (2017). Recognizing challenges and predicting success in first-generation university students. Journal of STEM Education: Innovations and Research , 18 (2), 40-44.
Lewis, J. & Sarah K. (2018). Bridges to campus capital in the classroom. In H. T. Rowan-Kenyon, A. M. Martínez Alemán & M. Savitz-Romer. (eds). Technology and engagement: Making technology work for first generation college students (pp. 118-140). New Brunswick: Rutgers University Press.
Redford, J. Hoyer, K. M. & Ralph, J. (2017). First generation and continuing-generation college students: A comparison of high school and postsecondary experiences. Stats in Brief. https://nces.ed.gov/pubs2018/2018009.pdf
