Are We Student-Ready? Working With First-Generation College Students

• In Event: Equity-Focused Scholarship as Emancipatory and Liberatory Advocacy for Women of Color in Academia

Abstract

Purpose
This research review discusses barriers that first generation college students (FGCS) face and possible solutions to increase their academic success in higher education.
Theoretical Framework/Perspective
Tinto’s Integration Framework posits that retention rates are higher when students feel more connected to the social and academic aspects of an institution (Tinto, 2006). A student’s sense of belonging plays a large role in their persistence and retention at an institution. As a first-generation college student and first-generation Filipinx American, working with and studying first-generation college students helped to uncover the unique challenges we faced while striving to be successful in post-secondary education.

Methods
In this review of the literature online search engines ERIC, EBSCO, and Google Scholar were used to find sources from 2000 to 2021 that included key search terms: first generation college students, academic probation, academic persistence. This yielded a sample of 1,732 citations that were sorted and reduced to 864 citations that included the search terms, but only 12 met the criteria for inclusion in this literature review.

Data sources
For this study, abstracts from 12 peer-reviewed articles were collected and categorized according to specific themes and findings related to the research question. After examining the articles, factors associated with barriers and successful support of first generation college students were summarized.

Findings
Research has shown academic and social integration as well as inclusionary environments and experiences are important when supporting FGCS. Tinto (2006) emphasized, institutions need to be aware of why students leave and provide action-oriented steps to ensure their persistence, retention, and ultimately, overall success. FGCS’ ability to develop meaningful connections and support, especially with their professors, is critical (Giampa & Symbaluk, 2018; Garriot & Nisle, 2018). One solution to build a more inclusive environment is to promote cohort programs. Examples include ASAP, College Discovery, Learning Academy, or the Panther Partners Program. Another key theme that emerged was promoting persistence (Kolenovic et al., 2013; DeRosa & Dolby, 2014; Garriot & Nisle, 2018) by revisign courses, programs, and environments that encourage students to feel supported and remain enrolled each semester. DeRosa & Dolby (2014) found that administration and faculty interactions influenced student perceptions about institutional culture. When students felt they were being treated “just as a number” and “insignificant”, they felt disconnected from that institution (DeRosa & Dolby, 2014).

Scholarly Significance
To help students stay engaged, colleges can tailor communication for each student and their specific needs. For example, colleges can promote positive persistence practices for students who may be struggling financially, such as alternative financial options like special fee deferments. Promoting persistence through building study skills may improve grade point averages, study skills, time, and task management. Additionally, colleges can boost the visibility of support services they offer students to make it more welcoming and accessible to promote persistence. These intentional practices help create a more inclusive campus environment for students.

Author

• Christine Orbeta, Hunter College