Understanding the Conflicting Role of Families in First-generation College Students’ Academic Experiences

• In Event: 037 - Section on Marxist Sociology Paper Session. Pedagogies for Solidarity: Education for Collective Consciousness

Abstract

Research is clear that first-generation college students face specific, unique, and often compounded obstacles that hinder their progress to degree completion. Understanding these obstacles is essential for institutions committed to improving opportunities for graduation and continued success of these students. This project focuses on relationships between first-generation students and their families. These students are more likely to continue living with parents and family members while enrolled at universities, and thus family life frequently plays a significant role in their academic experience. Preliminary data collected from in-depth interviews of first-generation students suggests that families are often a source of both support as well as increased stress. For example, many first-generation students – especially those who are the children of immigrants - carry the hopes and dreams of their families on their shoulders. While this is a source of pride it is also a source of tremendous fear of failure. Additionally, family members often fail to understand the academic demands students face. This is particularly problematic for women who are often expected to contribute to the domestic labor of the home. Understanding this dynamic is an important component for effective mentoring of first-generation college students. It also raises pedagogical questions, particular in terms of building academic self-confidence, to improve retention and success of first-generation college students.

Author

• Jennifer A Strangfeld, CSU Stanislaus