In a land of firsts, what's it like?

First generation low-income high school students need more support when preparing and transitioning into college life.

According to the Center for First-Generation Student Success, as of the academic year 2015-16, 56% of undergraduates nationally were first-generation college students (neither parent had a bachelor's degree) (RTI International 2019). Moreover, 24% of first-generation college students had parents with no postsecondary education. Most surprisingly, about 90% of first-generation low-income students do not graduate within six years (EAB 2019). This is attributed to the unique challenges and the lack of awareness of the college resources available to first-generation low income (FLI) students as they begin their college experience.

Indeed, there lacks conversations and resources for high school students, considering applying to college, to learn from and to avoid some of the struggles faced when transitioning into college. Once FLI high school students know about their options and what colleges have to offer, applying to them is easier and their transition less challenging.

As Schlossberg's Theory of Transition notes a transition is described as any event, or non-event that results in changed relationships, routines, assumptions, and roles. The transition is defined by the person who experiences it and that individual's perception of the transition is more important than the transition itself (Schlossberg 1981). Thus in order to better prepare incoming FLI students, considering and going to college, there needs to be more done to facilitate and change false assumptions about what their transition will be like.

While common rhetoric will label FLI students as less academically capable or socially disadvantaged, according to data from the Campus Labs Student Strengths Inventory (SSI), a survey conducted to more than a million students during orientation or the first weeks of the semester as they enter into their new environment, first generation students scored higher in academic engagement, educational commitment and campus engagement than non- first generation students (LaCount 2014). This evidence is clear, first generation students have the academic brains and will to succeed at the institution they choose, but need to know and feel that they will and can have access to the academic, financial, and community support of their college if needed.

For example, while 65% of first generation students receive financial aid from their colleges, this is the only resource a higher percentage of first-generation students receive compared to non-first-generation students. First-gen students are using health services, academic advising and support services, and career services less than non-first-gen students. According to a first-generation student at Brown “while most students “feel entitled” to academic and emotional support, first-generation students, feel really guilty about taking advantage of resources” (NYT 2015). This is a problem.

While a lot of work and support systems have been built to support FLI students already in college, there needs to be more done to support high school students thinking about going to college and their transition, so they can avoid and be better equipped to handle some of these challenges. We have to talk and share this information- demystify the college process that says “you can't do this because your parents didn't go to college” or “because you're low income you'll struggle that much more.” There is space for FLI students anywhere to hold and pursue their ambitions anywhere they want- they just have to know it.