First-Generation Students' Navigation of Resources in Higher Education: Barriers, Frequency, and Effectiveness of Resource Utilization

• In Event: Student Resource Utilization and Fostering Success

Abstract

Academic resources are critical for college student success, especially for first-generation students without socioeconomic privilege. This paper explores first-generation students’ use of academic resources by examining barriers, frequency, and effectiveness of academic resource utilization. Drawing on sociocultural perspectives, we employed a mixed-method approach and surveyed 524 students at an R1 university on the West Coast. Findings show that barriers included time, access, and difficulty with seeking resources. Compared to continuing-generation students, first-generation students use programs and centers more because they provide community, resource navigation, and support with personal/professional goals. Peers, course staff, and advisors were highly ranked for offering both academic and social-emotional support. These findings are significant by offering evidence-based strategies on how institutions can provide equitable support.

Authors

• Judy Nguyen, Stanford University

• Andrew Estrada Phuong, University of California - Berkeley

• Shima Salehi, Stanford University