ERIC EJ1135335: The First Ones: Three Studies on First-Generation College Students

2016·0.11 MB·English

by  ERIC

The First Ones: Three Studies on First-Generation College Students
Rob Longwell-Grice, University of Wisconsin–Milwaukee
Nicole Zervas Adsitt, Cayuga Community College
Kathleen Mullins, Front Range Community College
William Serrata, South Texas College
The findings from 3 qualitative research studies Carroll, 2005; Choy, 2001). Despite composing a
related to first-generation college students show large percentage of matriculants, first-generation
themes ofstrains infamily relationships and lack students do not graduate at the same rate as their
of practical familial support. One study reveals peerswithatleastoneparentwhoattendedcollege
sources of resiliency and persistence of graduate (National Center for Educational Statistics, 2005).
students;anotherexplores sense ofbelongingfor Compared to students with college-educated par-
undergraduates attending 3 types of private ents, first-generation college students report re-
institutions; the final study features concerns of ceiving less assistance in preparing for the
Latinosata2-yearcollege.Togetherthesestudies postsecondary environment (Choy, 2001), feeling
show that creation of a student identity creates less supported while attending college (Longwell-
unique challenges for those transitioning into Grice & Longwell-Grice, 2008), and lacking a
bicultural persons. Advisors who understand sense of belonging to the institution they attend
studentscopingwithchangingfamilystatuswhile (Choy, 2001). All of these factors affect recruit-
attending college can proactively guide them mentandretention offirst-generation studentsand
toward the degrees they seek. Furthermore, make the transition to college particularly chal-
administrators should provide programs and lenging for them (Lohfink & Paulsen, 2005).
professional development that help advisors According to Tinto (1990), relationships stu-
addressthecomplexissuesfacingfirst-generation dents form (or not) with faculty members affect
students. retention. Longwell-Grice and Longwell-Grice
(2008) showed that student–faculty member rela-
[doi: 10.12930/NACADA-13-028]
tionshipsimprovethe odds ofpersistence for first-
KEY WORDS: family relationships, family generation students, but they also found that first-
support, first-generation students, graduate stu- generation men showed reluctance in cultivating
dents, Latino students, transition experiences this necessary rapport. Similarly, Pascarella et al.
(2004) explained that despite the dependence of
Enrolling in large numbers, first-generation first-generation student success on supportive
students depend upon academic advisors and relationshipswithfacultyandstaffmembers,these
college administrators to navigate the institution, students, many from low-income or working-class
and to lead properly, these guides must develop a families, neither found nor maintained such
deep understanding of first-generation student interactions. The studies presented herein collec-
experiences (Longwell-Grice & Longwell-Grice, tively demonstrate the crucial contribution of the
2008; Swecker, Fifolt, & Searby, 2013; Vander relationship with academic advisors for the reten-
Schee, 2007; Ward, Seigel, & Davenport, 2012). tion of first-generation college students.
As higher education offers a pathway to occupa- In this paper, we present findings from three
tional success and social status, the college degree qualitativeresearchstudiesweconductedseparately,
remains highly valued and attractive to first- with one of us alternately taking the lead, on first-
generation students looking to advance their generation college students. The studies represent
circumstances. In addition to confronting all the cross sections of the U.S. campus population and
anxieties, dislocations, and difficulties that most demonstrate that the issues confronting first-gener-
collegestudentsface,first-generationstudentsalso ation college students cut across race, gender, and
experience unique cultural, social, and academic typeofschool.Thestudiesoffersnapshotsoflarger,
transitions (Ishitani, 2006; Pascarella, Pierson, in-depth studies presented at the 2008 NACADA
Wolniak, & Terenzini, 2004). Approximately 43% annual conference (Longwell-Grice, Zervas Adsitt,
of all first-year college students identify as first in Mullins, & Serrata, 2008). We chose to use
their families to seek a college education (Chen & qualitative methods because they provide an
34 NACADA Journal Volume 36(2) 2016
First-Generation Studies
opportunity for rich reflection and in-depth explo- family to graduate from college—from the
rationofthecomplex,multidimensionalexperiences population of all students in master’s level
and issues offirst-generation students. programs at the university. She used snowball
The populations studied included graduate sampling to locate information-rich key infor-
students at a 4-year public university, undergrad- mantswhocouldhelpidentifyotherinformation-
uates at small private colleges, and Latinos at a 2- richindividualswillingtoparticipateinthestudy.
year institution. We conducted all three studies to Ultimately, the sample consisted of 9 students: 5
further understand the complex issues confronting men and 4 women; 7 identified as White or
first-generation college students. We present the Caucasian, and2 identified asnon-White (Amer-
findingsasacontributiontowardadvisoreducation ican Indian and biracial).
on the issues confronting first-generation college
students and theways in which academic advisors Methods
can help them succeed. Qualitative methods were applied to the 90-
The authors of literature on these students minute, in-depth, individual interviews of the 9
inconsistently define first-generation status (Ink- student participants. The interview protocol
elas, Daver, Vogt, & Leonard, 2007). While some, (Appendix A) was informed by a literature
such as Longwell-Grice (2010), included students review, particularly the work of Orbe (2004) on
whose parents never completed college, other multiple identities and first-generation students.
researchers considered gradients of parental edu- The protocol also reflected stories of first-
cation for the sake of comparison (Lee, Sax, Kim, generation academics (Burke & Johnston, 2004;
&Hagedorn,2004;Pascarellaetal.,2004).Forour Dews & Law, 1995; Linkon, 1999; Rendo´n,
studies,weconsideredastudentoffirst-generation 1996; Verdi & Ebsworth, 2009; Warnock &
if neither parent completed a college degree. Appel, 2012). The first two items were designed
Although their definitions used for first-gener- to establish rapport and place the student’s
ation vary, researchers consistently documented experience in the context of his or her family’s
first-generation students’ lack of the institutional experience with education. Items 3 and 4
knowledgehelpfulforachievingacademicsuccess. explored the student’s decisions to seek both
This absence of experienced-based information undergraduate and graduate degrees. The subse-
compromises first-generation students’ ability to quentsetofprobesengagedthestudentindeeper
ask the questions that yield proper direction for reflection on her or his experiences in graduate
navigatingtheculturesandbureaucraciesofhigher school; specifically, the student was asked to
education. This insufficient inquiry, compounded consider the effect of being a first-generation
with the unlikelihood that family members can student on the experience. After these key items
providetheguidanceneeded,createschallengesfor about school, the student addressed three ques-
attainingahighereducationthatseeminsurmount- tions about ways identity as a first-generation
able for some first-generation college students. college student affected (or not) relationships
with family members and friends. Finally, the
First-Generation Graduate Students interview ended with four closing questions
For one study, we conducted a qualitative designed to solicit any new insights or unexam-
interview to better understand the experiences of ined issues.
first-generation college students in master’s level To field test the interview protocol, a student
graduate programs at a 4-year public university in affairs assessment professional and two first-
the Northwest. We sought to learn the ways first- generation graduate students were consulted, and
generation graduate students addressed and nego- basedontheirinput,theinterviewquestionswere
tiated multiple identities, cultural transitions, and modified and refined. Specifically, additional
marginality both within their family and academic closing questions were included and follow-up
cultures (London, 1992; Orbe, 2004; Ward et al., or probing questions associated with each
2012). As the underlying intent, we identified original item were added.
factors contributing to first-generation student
persistence and resilience. Analysis
Creswell (2003) explained analysis of qualita-
Participants tive data as ‘‘an ongoing process involving
One member of our research team (Mullins) continual reflection about the data’’ (p. 190). In
selected the study sample—the first person in a additiontoundertakingthisongoingreflectionon
NACADA Journal Volume 36(2) 2016 35
Longwell-Grice et al.
the data collected in the interviews, Mullins According to the participants, the biggest
listened totheaudiotapesandread thetranscripts cultural transition they faced involved bringing
todevelopageneralsenseoftheinformation.She their graduate-student identity home. Some just
began identifying commonalities and shared did not do it. Several of the participants—who
experiences among the participants. She also madeclearthattheyvaluethesupportandrespect
looked for data that mirrored or expanded upon the intelligence of their family members—ex-
the literature on this subject. After developing presseddisappointmentaboutlosingtheabilityto
codesforthesethemes,sheaddedthecodestothe talk with their parents or other family members
transcripts and organized the data accordingly, about issues or ideas important to them. One
looking for related topics to group together. She student described this loss as ‘‘eclipsing’’ his
reported on these themes, both convergent and familymembers.Likemostgraduatestudents,the
divergent, together with salient quotes from the participants shared a passion for learning and
interviewees. great enthusiasm for their subjects. Theyenjoyed
discussing big ideas and theoretical concepts.
Results Ironically, they found that the articulation about
The 9 graduate students in the study shared issues they loved often resulted in an unwanted
several factors that contributed to their educa- distance from the family members who had
tionalresiliency,includingattendinghighschools originally encouraged them to attend college.
that offered Advanced Placement (AP) classes
and challenging curricula as well as employed First-Generation Undergraduates in Private
teachers who expected all students to go to Institutions
collegeandwhoreceivedsupportfromanaffluent
In another study, we examined the experiences
parent population. In addition to the resiliency
of first-generation undergraduates in private insti-
factors developed through quality K-12 educa-
tutions. Because the study by Zervas Adsitt was
tion, the majority of these first-generation grad-
conductedaspartofaresearchapprenticeshipina
uatestudentsbenefitedfromasignificantamount
doctoralprogram, the initial researchquestion was
of emotional support from at least one parent;
intentionallybroadtoencourageexplorationofthe
however, this support was general, not specific.
topic: How do first-generation college students
For the most part, parents of these students
makesenseoftheircollegeexperiencein2-and4-
expressed pride in their accomplishments and
year private schools? The study makes clear that
pleasure with their abilities, but they did not
first-generation students experience complex and
pressure their children to succeed academically.
contextual situations. Participants explained the
Interviews reveal that a strong work ethic
need to traverse the different worlds of home and
added a third resiliency factor for all the
school that they inhabit. The findings offer
participants. Some also expressed an aptitude
evidence for these transitional issues of first-
for academic work, love of learning, desire to
generation students and explain the ways students
serveothers,abilitytobalancepassionfor afield
learn to find their own way amid these complex-
of study with career-minded practicality, interest
ities.
in upward mobility, and financial resources (e.g.,
scholarships) in addition to their family’s regular
Sample
income. In addition, some students had attended
community colleges, and one had participated in Fourteenfirst-generationcollegestudentsfrom
the federal Ronald E. McNair Postbaccalaureate three different private institutions of higher
Achievement Program as an undergraduate. education in the Northeast were recruited and
Overall, the students in this study did not volunteeredforthisstudy.Studentswererecruited
express anxiety about academic competency or through e-mails sent to names on electronic
competitiveness; after successful undergraduate distribution lists. At each of the three institutions
experiences,theyseemedsecure intheiracadem- an administrator coordinated the lists and ap-
ic performances. However, several described proved the e-mails sent. The responding students
discomfort with academic discourse and the represented a diversity of gender, race, and
culture of academia with which they reported a ethnicity. Because first-generation students do
struggle to overcome. Others shared stories of notmakeupahomogeneousgroup,thissampling
classroom and department-based marginalization of the multiple and intersecting identities allows
based on socioeconomic class. for greater recognition of the complicated
36 NACADA Journal Volume 36(2) 2016
First-Generation Studies
situations that first-generation students learn to their recollections represent an interpretative
apprehend and navigate. process in a social context (in this case, the
Inadditiontoaprivate2-yearnursingcollege, college setting). Higher education creates an
two private 4-year institutions—a medium resi- important contextfor makingsense ofexperienc-
dential college and a large residential research es because first-generation students often con-
university—madeupthepoolforthesample.The front newsets ofvalues and norms inthecollege
three very different institutional types provided campus culture.
rich and diverse data. Duringthedataanalysis,ZervasAdsittlooked
for relevant issues and engaged with theories
Methods related to cultural capital to assign themes. She
Qualitative research methods were employed usedthetheoryofculturalcapitalasaframework
through semi-structured interviews (as described to interpret these data (Bourdieu, 1977), which
by Bogdan & Biklen, 2007) designed to gain a helpexplainthedisconnectmanyfirst-generation
deeper understanding of each informant’s experi- students feel at home after they matriculate into
ences as well as to understand each participant’s college. Interviewees described the negotiations
mannerofthinkingandthewaysheorshemakes theymade at home and atschool toreconcilethe
meaning of experiences. Participants completed two different contexts. They reported struggling
two, three, or four individual interviews of 30 to atschoolwith thevalues oftheinstitutionrelated
45 minutes each. Zervas Adsitt audiotaped and to cultural and social capital, and at home they
transcribed the interviews as well as documented saw that adopting the values of the institution
theobservationsoneachcampus,whichprovided could create distance from their families.
different contexts for the analysis.
Alistofpreparedquestions(AppendixB)was
Results
used to loosely guide the interview, allowing
Three themes emerged from this research of
students to reveal their narratives. In some cases
undergraduates in private schools. First, in their
interviews followed a simple chronological pro-
descriptionsofnavigatingcampus,manyreported
gression from talking about the high school
learningtherulestoguide interactionsinandout
experience, to the transition to college (including
of the classroom. They portrayed a type of
decisions to attend college), the way the student
cultural dislocation and referred to feeling lost
chose the institution, and descriptions of the first
and at times marginalized. Olivia, a Latina
college semester. In follow-up interviews, the
attending the research university, explained:
questions were more structured and featured
follow-up inquiries on key aspects of the initial
Um, [pause] and I feel like there’s [sic]
interview. Probes were used to find out more
unwritten rules of a culture and it takes a
about a topic emerging from the initial interview.
while to really adapt to them, and I feel like
For example, in a first interview, one student
even now I haven’t really caught all of ’em.
discussed her experiences in the band, and in the
follow-upinterview,thequestionsfocusedon the I’m kinda oblivious to some things, you
student’s band experiences. In the second ex- know.
change, the student revealed feelings of culture
shockwhileparticipatinginbandthatshehadnot She related feelings of disconnect to socioeco-
experienced elsewhere on campus. The discus- nomicstatus,saying‘‘Mm,’cause,alotofpeople
sionextendedintothecomplexitiesofrace,class, herecomefromaverywealthybackground,soit’s
andgenderaswellaswaysthestudentnegotiated really hard to develop a good relationship with
college to participate with the dominant majority them.’’
on campus. Oliviaperceivedthattherulesgoverninglifeat
the private university were intricately connected
Analysis to issues of social class. As a student who
The symbolic interactionism approach, used described herself as growing up poor, Olivia
forthisstudy,allowsinformantstosharetheways recognized that the rules governing life at the
that they make meaning of their experiences private university were intricately connected to
within a given context (as per Blumer, 1969). issuesofsocialclass.Thisperceptioncontributed
Because individuals make meaning of their toasenseofmarginalizationforOliviaandothers
experiences through interactions (Blumer, 1969), in the study.
NACADA Journal Volume 36(2) 2016 37
Longwell-Grice et al.
Second, students demonstrated resilience as My conversations are different, my perspec-
they handled the complexities associated with tive is different, um, just my mind is in a
their college experience. As both worlds (home whole different place and my family. . . it’s
and college) come into conflict with each other, like, ‘‘[Bobby] thinks that his stuff don’t
support structures prove critical to the success of stink’’ . . . you know, and that’s a total
first-generationstudents.Participantsinthisstudy misinterpretation because in their mind I
abandoned something.
sought support through connections on campus.
Jessica described relying on her mentors, but she
SummaryonThree-InstitutionUndergraduate
wished for more support:
Study
This study addressed one small piece of a
IfeellikeIhavefourmentorships,seriously,
complex and important issue affecting degree
Ihave[shenamesfourfacultymembers],but
attainment in higher education: Although first-
I don’t really know, but I definitely think of
generation students are gaining access, without
them as my mentors. I definitely go to them
the necessary support structures, they may not
for advice.ThenIdon’tmindbeinga [peer] realize their potential. The experiences of the
mentor, but I need some serious advising students in this study illustrate the importance of
myself. faculty members and advisors in helping first-
generation students recognize and reconcile the
First-generation students in this study found the many unwritten rules that operate on campus.
ability to work through issues with mentors and This study, like the one on graduate students,
peers critical to their successful navigation of the demonstrates that advisors must understand the
landscape. These connections helped them man- extent of the difficulties of transitioning from
age the extra work required of first-generation home to college for first-generation students.
students as they traverse the margins of two
worlds. First-Generation Latinos at a 2-Year College
Finally, participants described managing their
In the final study presented herein, we
family relationships while addressing the chal- examined the perspectives of first-generation
lengesthatarosefromtheirevolvingidentityasa men from a Latin American background attend-
college student. Some discussed the varying ing a 2-year public college in the Southwest.
strategies they used to maintain relationships Although we looked at many aspects of the
and negotiate their role within the family as they results, we primarily wanted to develop a deeper
alsoembracedtheirlifeasastudent.Liz,ayoung, understanding of the experiences of successful
White woman from the private university ex- first-generation, first-year college men of Latin
plained: American descent. We also wanted to use the
knowledge gained to improve retention efforts at
So, my mom would be like, ‘‘Oh, college institutions with a significant population of
Latinos. The knowledge and deeper understand-
studentsliketheythinkjust’causetheygoto
ing of this population can be utilized to improve
college they’re smarter and they deserve
the retention and academic success rates of
more money.’’ So, it’s kinda like I hope she
Latinos at this, or other, institutions.
doesn’t think [that way] about me. I mean I
According to the U.S. Census Bureau (2010),
know she doesn’t because she wants me to
the ethnic population of the United States is
be here and she knows it’s good, and she
changingrapidly,withthetrendattributabletothe
wants me to do better than she did. But, I
growing Latino/a population. Latinas/os are the
felt,like,thatthefirstyearlike,‘‘Ismymom
nation’s largest and fastest growing minority
gonna think, ‘oh, she’s a college student’?’’
group, but the participation and attainment rates
of Latinos/as in higher education create concern.
Lizfoundthatsheneededtointegrate her role Despite the growth and size of this ethnic group,
asacollegestudentintoheridentityinawaythat Latinas/oscontinuetohavethelowesteducational
allowed her to maintain her family relationships. attainment of all minority groups (U.S. Census
Bobby,atransferstudentattheprivateuniversity, Bureau, 2010). Latinos graduate high school at a
talked about the experience of going home: rate of 64%; Latinas graduate at a 61% rate.
38 NACADA Journal Volume 36(2) 2016
First-Generation Studies
These statistics present a troublesome picture First, students from each of the groups
becauseforevery100Latinas,108Latinoslivein expressedemphaticbeliefthatthetransitionfrom
theUnitedStates,whichcontraststothe97males high school to college presented barriers for
for every 100 females in the general population them, explaining difficulties in adjusting to the
(U.S. Census Bureau, 2010). Furthermore, the new setting. As one student described,
Latino population is growing the fastest among
all groups, and of the few that attend college, So,actually,thefirstdaysofschool,likeyou
these men likely enroll as first-generation stu- said ‘‘the first 12 days of school,’’ are
dents and choose community colleges as their actuallythehardestbecauseyou’readjusting
entry point into higher education (U.S. Census to a whole new setting, and for example, if
Bureau, 2010). At the studied college, Latinas/os you have morning classes, that could be a
made up approximately 95% of the enrollments. problem. Waking up in the morning to
something you’re getting used to is actually
Participants quiteabitofachallenge.Soisadjustingtoa
new surrounding—a new setting.
Participantsrecruitedintothisstudywerefirst-
generation Latinos in the first semester who
persisted after the fall drop deadline. Because The second theme that emerged relates to
financial aid. The college in this study is located
they remained enrolled through the initial drop
among the poorest regions of both the state and
period,these studentswere defined assuccessful.
the entire country. Although 90% of all students
Forty students agreed to participate in the study.
at this college qualify for aid, the focus group
Due to attrition, datawere collected through four
students felt that the funds did not sufficiently
focus groups consisting of between 4 and 6
cover the costs of their education. One student
students in each group. The students in these
explained:
focus groups were asked a series of questions
designed to identify (a) barriers they overcame,
Actually, money is a barrier. You have to
(b) knowledge they gained, and (c) actions they
workbecause financialaid might giveyoua
took to persist in college.
little money, but it’s nothing compared to
what you need to eat, put gas in your car,
Methods
maintain your house, your car, and all that.
The discussion in each focus group lasted
approximately one hour. Following the focus
Most students at this 2-year college commute,
groups, the students participated in individual
which made parking and transportation costs
follow-up interviews lasting another hour. Eigh-
particularly big issues for the focus group
teen students agreed to participate in the follow-
students. Additionally, the participants reported
up interviews. The questions asked in these
accesstoonlyunreliablecars.Thestudentsinone
meetings varied because they were based on the
focusgroupdiscussedtransportationissuesasthe
themes discovered and topics that interviewed
possible reason many drop out by the second
individuals discussed in the focus groups. The
week of fall enrollment. One student hypothe-
itemsusedtoguidethefocusgroupinterviewsare
sized that some did not have any transportation.
documented in Appendix C.
Another suggested that lack of cars or other
The interviews were tape recorded and tran-
dependable rides created absences. A third
scribed verbatim. After listening to the audio
student inthegroup said, ‘‘Almosteveryonehere
tapes and reading the transcripts, Serrata devel- misses at least one day of transportation.’’
oped and analyzed themes (as per Creswell, One theme from the study on Latino students
2003),payingspecialattentiontothoserelatingto mirrored that of the studies on graduate students
barriers, knowledge, and actions affecting the and private-institution undergraduates presented
persistence of first-generation Latinos. herein: the issue of college–home life balance.
SeveralLatino participantsdescribed problemsat
Results homeduetofamilymemberswhomisunderstand
Throughtheinterviews,thestudentsidentified life at college: ‘‘You’re the first fromyour family
anumberofobstaclestosuccessincollege.Three to go to college—you don’t really know how to
main themes emerged from these reports. start or where to start. You’re just going blind
NACADA Journal Volume 36(2) 2016 39
Longwell-Grice et al.
’cause you really don’t know anything.’’ Return- others; 2) instrumental independence—the
ing adults with families talked about factoring in ability to carry on activities and solve
child care arrangements and family time when problems in a self-directed manner, and the
planning their studies; these responsibilities freedom and confidence to be mobile in
complicated an already stressful transition. order to pursue opportunity or adventure; 3)
interdependence—an awareness of one’s
SummaryonStudyofLatinosTransitioningto place in and commitment to the welfare of
College the larger community (p. 117).
Although most in higher education acknowl-
edgeagendergap,someresearchersdiscountthe Chickering and Reisser (1993) also maintained
impact of gender differences in receiving educa- that the first step toward emotional independence
tion. However, Mead (2006) conceded, ‘‘There’s involves some level of separation from parental
nodoubtthatsomegroupsofboys—–particularly involvement. However, this separation forces the
Hispanic and Black boys and boys from low- student to leave behind old dependencies, which
incomehomes—areinrealtrouble’’(p.3).When canleadtoagrievingprocessoftenaccompaniedby
challenges of first-generation college status are anger.Theycontendedthatthistransitionisfurther
added to issues of gender, the odds of Latinos hindered when meaningful people at home fail to
succeedingthroughcollegegraduationislowered. support the changes students make. For example,
Although participants identified a number of Bobby’sreactiontohisfamily’sattitudetowardhim
college initiatives that may help Latinos in the (summedupas‘‘[Bobby]thinksthathisstuffdon’t
study, they also shared the same home-to-school stink’’)was,‘‘Youknow,[that’s]atotalmisinterpre-
transition challenges discussed by other groups tation.’’AtthesametimethatBobbyappearsangry
featured in this paper. about his family’s posture, he also understands it:
‘‘In their mind, I abandoned something.’’
Discussion
The transition Bobby is experiencing proved
Asthethreeresearchstudiesshow,theobstacles difficult for both Bobby and his family. So how
for first-generation college students cannot be does Bobby (and the others in these studies)
pushed aside easily, and despite similarities in the reconcile his worlds? How do first-generation
findings,thecharacteristicsofthispopulationvary studentsnegotiatethecultureofacademiawithout
by region and school type. Therefore, the magni- abandoning the culture in which they came of
tudeandcomplexityofthechallengesfor boththe age? How do advisors help them negotiate this
studentsandtheinstitutionseducatingthemrequire transition to biculturalism?
extensive, in-depth communication. One overrid- First-generation students struggling to main-
ing conclusion suggests that anyone seeking to tainfamilytiesperhapsfacethetoughestjourney,
make long-term changes must demonstrate to the especially when educators encourage them to
students, their families, and to the greater society demonstratethattheyhavemademeaningofnew
that the intricacies of the problems will not be knowledge and concepts. Making meaning re-
overlooked, understated, or ignored. quires students to engage in critical dialogue, but
many first-generation students (as these studies
Family Relationships show) are denied this opportunity at home.
Although we conducted the three studies Conversations around the kitchen table about
presented in this article with dramatically differ- college may end up leaving the student with
ent populations and settings, one common theme feelings of disappointment and resentment such
linksthemall:thedifficultyofnegotiatingfamily as those that Bobby expressed.
relationships. Chickering and Reisser (1993) In a qualitative study of first-generation
argued that student development depends on females transitioning to college, Nunez (2005)
college students moving through stages of foundthatthestudentsattemptedtoredefinetheir
autonomy toward interdependence: relationships with their families instead of
breaking away from them. This finding signifi-
We can say that moving through autonomy cantly diverges from the development pathway
toward interdependence involves three com- described by Chickering and Reisser (1993).
ponents: 1) emotional independence—free- Nunez (2005) explained the research ‘‘suggests
dom from continual and pressing needs for that first generation students must traverse a
reassurance, affection, or approval from greater social and cultural distance than other
40 NACADA Journal Volume 36(2) 2016
First-Generation Studies
studentstobecomepartofthecollegecommunity understandably relate to the college experience
and to negotiate a successful passage through creates a unique and difficult situation for some
college’’ (p. 88). students. The Torres et al. study lends further
credence to the findings presented in this article
Family Support about the challenges offirst-generation students.
London(1992,1996)similarlyfoundthatfirst-
Implications
generation college students struggled with com-
peting pressures to stay connected with their Advising for Student Belonging
families, to fulfill their parents’ wishes by Viewed as the linchpin for students, cultural
succeedingacademicallyatcollege,andtocontin- capital imbues students with the feeling that they
ueeducationwithoutparentalsupport.Inthestudy belong on the college campus. In explaining
of students attending private colleges, Liz ex- cultural capital, Bourdieu (1977) pointed to the
plained that her mother expressed a belief that advantages of certain groups who share the
collegestudentsfeelsuperiortoothers.According cultural values of an institution: Many of them
toLiz,hermotherthinkscollegestudentsadoptan feel an immediate sense of belonging because
attitudeof‘‘they’resmarterandtheydeservemore they possess the cultural capital of the dominant
money.’’ This belief places Liz in an awkward groups; however, deficient cultural capital ex-
position because she believes that the purpose of plains problems of students who come from
college is to make one smarter and earn more different backgrounds in which they did not
money through a lucrative career. Based on her accumulatetheculturalcapitalneededtointegrate
mother’s reaction to college students, Liz must or assimilate into the college setting. Perhaps
decidewhether (or not) to demonstrate the gained compounding the problem, programs designed to
smartsandearnedmoneyasaresultofherdegree give students a crash course in the capital they
and thereby embody the students her own mother lack further the support for dominant norms and
disdains. In the process, Liz attempts to integrate enable use of labels such as deficient, underpre-
her role as a college student into her identity in a pared, or at risk. This use of cultural capital
way that allows her to maintain her family creates outsiders in a way that race theorists
relationships; she is becoming bicultural. criticize as a way to push minorities to the
Nunez (2005) maintained that first-generation marginsandignorethetypesofcapitaltheybring
students come as members of groups that, toaninstitution(Yasso,2005).Despitecompeting
traditionally without access to college, face visions for establishing belonging and programs
additional pressures due to their increased that may or may not instill valuable skills for
marginalized status at home. Using the lens of persistence, advisors can assist first-generation
socialclass,Longwell-Grice(2010)foundthatfor students in their pursuit of a college education.
first-generation students (the majority of whom AccordingtoDavis(2010),workingeffectively
come from working-class and low-income fami- with first-generation college students requires a
lies),thetransitiontocollegeinvolvesachangein combination of patience and a thorough under-
social standing. Longwell-Grice also described standing of the college culture. Many first-
first-generation students’ ambivalent feelings generation students come ill-equipped to navigate
about the social class to which they belonged, collegebecausetheylacktheinsiderknowledgeof
which show similarity to the emotions of status theunspokenexpectations,specificlanguages,and
incongruity posited by Sennett and Cobb (1972). hidden rules that students with college-educated
Many felt caught between two cultures to the parents can leverage. Longwell-Grice and Long-
extent that they could not reconcile both sets of well-Grice (2008) argued that effective retention
expectations. Theyexperienced a disconnect as a programs for first-generation students provide not
result of the upward mobility, fueled by their only continuing assistance to students but also
education, into a higher social class. assurance of their integration into the academic
IntheTorres,Reiser,Lepeau,Davis,andRuder community. This assimilation helps nullify some
(2006)studywithfirst-generationLatinostudents, of the marginality concerns expressed by Yasso
most Latino/a participants reported that their (2005).Thegeneralcollegeclimatetowardstudent
families support their pursuit of a college degree, diversity can either support or impair the motiva-
butthattheirparentsdidnotunderstandtheirlifeat tion of first-generation students (Browman &
college. Although families may offer encourage- Destin, in press). When they see evidence that
ment and financial support, their inability to peopleattheiruniversitycareaboutthem,students
NACADA Journal Volume 36(2) 2016 41
Longwell-Grice et al.
feel more motivated than when they perceive that community; and ensure the probability of the
stakeholders care only for students established student’s academic success. This advising model
within the majority culture. We feel that advising requires more direct and ongoing contact by
units can establish a climate of support prior to advisors than many of the models currently used
students stepping foot on campus. We feel that with students, but may reap the most rewards for
advisors would receive an additional opportunity first-generation students unfamiliar with the value
to initiate a strong, trusting relationship by of advising or who fail to foresee the challenges
contacting first-generation students before they that may derail them. Through an intrusive
arrive on campus. approach, the advisor makes intentional contact
with students to initiate a caring and beneficial
Intrusive Advising for Student Persistence relationship that leads to increased academic
Researchhasconsistentlyalludedtoapositive motivation and retention (Varney, 2007). Intrusive
influenceofadvisingonstudentretention(Habley advising strategies promote the faculty member
& McClanahan, 2004; Klepfer & Hull, 2012). andadvisorrelationshipsthattheresearchsuggests
Furthermore, the number of advisor–advisee benefit students, making this model particularly
meetingsmaypositivelyaffectstudentpersistence appropriate for adoption by advisors of first-
(Ishitani, 2006). Vander Schee (2007) also generation students.
suggested that academic advising affects college
student decisions to stay because it offers an Professional Development
effective retention strategy for students consid- We also strongly recommend that institutions
eredmostatriskfordroppingout,includingthose provide support and funding for professional
considered first generation. Because advising development so that advisors can learn more
appointments may offer one of few institutional about the needs of first-generation college
mechanisms that consistently connect students to students.Whilemanyinstitutionalprogramsoffer
theinstitutioninmeaningfulways(Sweckeretal., support for first-generation students, advisors
2013), advisors should embrace every opportuni- must recognize these students’ unique challenges
ty to use this time in helping students overcome to increase their own comfort when helping
obstacles to their educational goals. students to recognize, deal with, and resolve
Some policy makers are citing the advising them.Manyfirst-generationcollegestudentsturn
research to implement research programs that to their academic advisors, not just for advice on
include classes, support programs, and living- academic matters, but for theguidance needed to
learningcenters.Inoneinterventionforincoming navigate campus life on a daily basis (Sickles,
students, panels of first-generation students 2004),andadvisorsneedtorespondappropriately
explain ways they used their unique status as a when students seek their assistance.
strengthtosucceed,andStephens,Hamedani,and As higher education continues to offer critical
Destin (2014) explained that first-generation pathways to achieving occupational success and
students who were exposed to these narratives social status, many with increased access value a
more fully took advantage of college resources college education. Therefore, more first-genera-
and that this behavioral change showed in higher tion students look to earn a college degree.
academic performance than demonstrated by Despite their increased numbers, fewer first-
thosewithout thebenefitofthese successstories. generation college students will graduate from
Inadditiontopromotingprogramsforstudents, college than their peers whose parents attended
we call on advisors to reflect and remain mindful college. Advisors serve as the guide, light the
of their own advising style to ensure that they path, and help remove obstacles for these
include all students but find and remain particu- transitioning students as they enter college and
larly attentive to first-generation students. For progress through graduation.
example,theymaywanttoincorporateanintrusive
advising approach to ensure first-generation stu- References
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