First Generation Challenges

I wish that Congress would look at these national studies and come to the realization that if we are to maintain our economic prosperity (and homeland security), we must educate more low income and first generation in college students of all ethnic groups. We must also find a way to encourage males to attend and complete college, who as a group are dropping out of college in all ethnic and socio-ecomomic categories at greater rates than women.

For our nation to have both the numbers and the talent pool to compete with India, China and other nations, we have no other choice. The growing education gap between upper and lower income Americans is the hidden crisis of the early 21st century. It requires a Sputnik era response from Washington and American higher education.

Don Barker, Director, Student Support Services at Northwestern State University of Louisiana, at 1:46 pm EDT on August 10, 2005

Class Mentors

I agree w/ Snell’s observations about the impact of social class in higher ed. Every family must go thru a First Generation transition, if higher ed is going to assist them in altering their class expectations and perspectives.

At more selective, bigger and research-driven institutions, such FG students may struggle to find mentors and/or guides. I had a colleague who recently retired here at TCU who was a FG college student & improbably, ended a prof. He discussed w/ colleagues his own sense of Otherness as student & prof. I have a current colleague who is a FG student and often speaks of how much she had to re-learn, especially the unstated, embedded cultural cues. Ruby Payne writes about this issue w/ eloquence as relates to public schools and hidden curricula (also, Lisa Delpit).

I’m not FG, nor are most of my colleagues — college was a given from birth, expectations were unrelenting, and college ultimately seemed more orderly & safe than the Real World. I’ve spent all but 3 years since I was 18 at a university — I’m 57. The FG’s confusions or apprehensions are almost inexplicable to me at times. The structures and norms of the U are second-nature to me. How well prepared am I to lead a FG student thru this strange land? To nurture and reinforce their confidence? To offer a Safe Haven in difficult times?

I wonder if my years here in the academy made me less able to perform these roles. Certainly, I never felt compelled to do so by my institution – it wasn’t exactly “my job.” During my time at the Big State University, such choices were viewed as self-destructive for junior faculty, and as evidence the intellectual fires had banked for senior faculty.

We have a wonderful program here, Community Scholars, begun by Cornell Thomas, a visionary, that focuses on local FG students w/ obvious talent, but it doesn’t just admit them and let events unfold. There are some wonderful models that work w/ these young folks and nurture them. It takes a lot of time, and requires, at the least, a relationship-driven system within the system.

I get to work w/ some FG students who come here as athletes. Their lives are generally very complicated and busy. Moreover, most are largely isolated from the campus as a whole. They live within the walls of the athletic department. The changes in perception and experience about who they are and may be are not always supported in that isolation. They can be really high maintenance at times, but if they walk at graduation, it’s rarely a casual or inconsequential event for their families and them.

In any case, the data remind us that admission is merely step one, if we want to succeed w/ FG students. It should also, I think, reinforce how valuable collaboration w community colleges can be, both in terms of “remedial” prep and gradual assimilation – being a FG at a university may be easier at 20, w/ 2 years of post-HS success completed, then at 18? Seems that the California community college system has a historic record of achieving such a role.

Mike Sacken, prof of educ at tcu, at 1:47 pm EDT on August 10, 2005

In research and statistics, there is a recurrent adage,"figures don’t lie, but liars figure". Your report appears to again validate this adage. I’ve not read the report, but your summary includes no references to statistical differences in the treatment of the data, with the consequence that that we do not know what significance to attach to observed differences. However of greater import than the specifics of research design/statistical treatment of the data is the interpretation of observed differences.

The experimenters, and most of your responents, appear to take the reported data at face value; and rush to solutions that may/probably have little value. As one of those FG’s and as a 50 year veteran of providing psychological services, I can state unequivovally that things are rarely as simple as they appear. From my own experience, and from the researcher’s data, I acknowledge on the face of it, that the findings are probably valid: i.e. college, at any level, is probably more difficult for FG’s. However as a clinical psychologist I have to argue that factors such as drop out rates, choice of major etc have relatively little to do with FGism etc. Rather these factors have to do with extent of motivation, commitment, internal value systems etc. Consequently, remedial programs which address only such factors as academic deficiencies, etc. will be minimally effective. In support thereof, I offer data that has been around and misapplied and misunderstood for years, namely maximal drop out points for all students.

Rogers H. Wright, Dr./Prof./Clin. Psychologist/author at retired, at 4:37 am EDT on August 11, 2005

“...factors such as drop out rates, choice of major etc have relatively little to do with FGism etc. Rather these factors have to do with extent of motivation, commitment, internal value systems etc. Consequently, remedial programs which address only such factors as academic deficiencies, etc. will be minimally effective.”

While I agree that remedial courses barely touch on the real issues, I would argue that these factors have everything to do with FGism. When your parents can act as a second set of academic advisors, it tends to help your motivation and commitment. When your family has no idea what you are doing with your life and why you don’t just get a job like every other kid they know, it tends to decrease your motivation. I am FG, and I was treated for clinical depression my first year of college, and i think it had everything to do with this real feeling of ‘Otherness’—everyone i knew seemed to know things about how to navigate the system that I had no idea about. And while my family was proud of me, they really didn’t understand what i was doing with my life. I even participated in a study of FG students, and there were all of about 10 of us in total at the elite liberal arts college I attended. I since went on to complete a PhD in science and by most measures have been successful (good publications, presigious awards), and this is due in large part to excellent mentoring I received all along the way. It’s like traveling in a foreign country where you don’t speak the language—you might do OK without a guide, but it won’t be the experience it should be. And many people in that situation would never even attempt it.

P Jones, at 7:21 pm EDT on August 20, 2005

I am a FG student, and although I am a sophomore, and am proud of what little I’ve accomplished, it’s been a hard two years! I feel that the college experience has been more straining for me than it is for my peers, and lack of motivation has been a downfall for a long time. It is hard when your family cannot understand and share in your experiences. The idea of just “finding a job” and “getting on” with life has crossed my mind, but I know I can’t do that. My family has settled for a mediocre life, and I won’t take part in that anymore. Does anyone else feel the same way?

Carilena, University of Texas at Arlington, at 4:35 am EDT on July 10, 2006

Do not quit.

While life for me has been relatively easy, it is no bed of roses. Do not any of you quit. Keep trying. I cannot take too much time as I am working on my dissertation chapters. At times, I do not feel as if I am receiving the support I should, but I think I have a touch of ADD, but this is not about me, but all of you. Keep in mind that all salmon do not make it upstream. You may not realize your goal, but take pride in knowing that you are trying and have tried. Take pity on those who lack your spirit and pray for strength. LWW

L. W. White, doctoral candidate at Morgan State University, at 10:05 pm EST on November 17, 2006