V. 20 (2): Revisiting the Why: Why Faculty Should Support First-gen Students

James K. Winfield, EdD, Associate Dean, First-Year Experience, General Education, and Retention Strategies, Southern New Hampshire University

With 54% of college students identifying as first-generation students, institutions are called upon to create programs and pedagogical opportunities to further their engagement and belonging (RTI International, 2023). First-generation students’ intersectional identities extend, but are not limited to race, gender, sexuality, and socioeconomic status. These intersectional identities include 21% of college students who are both first-generation and low-income. Additionally, Black and Hispanic students are more likely to be first-generation versus their white and Asian peers (Cahalan et al., 2022). Recognition of these intersections affirms the need for the creation and sustainability of culturally responsive initiatives that support the diverse identities of first-generation students.

As research and national interest has grown to focus more on equitable engagement and access for marginalized groups like first-generation students, faculty are presented with an opportunity to reframe deficit narratives by investing time and attention into strategies that can enrich the student experience. Within the first-year experience (FYE), there are an abundance of opportunities to make a positive impact on this population through both programming and pedagogy.

Make Connections: First-generation students may experience a sense of loneliness, thus causing them to isolate themselves and feel like they are the only ones experiencing their issues. Formal and informal opportunities to normalize their experiences and challenges among peers and faculty can provide space for valuable interactions that can help to destigmatize their feelings and increase belonging (Troy et al., 2022; Strayhorn, 2018).

Share Identity and Expectations: Faculty can share their identities and experiences particularly if they, too, are first-generation, thus developing commonality among students. This practice models appropriate self-disclosure that is encouraged to foster deeper connections among students (Howard, 2015). The sharing of identities and college experiences can lay the foundation for trust and connections that are a critical pre-cursor to the learning, teaching, and sharing of resources (Harrington, 2024).

Embrace Anti-Deficit Mindsets: A movement reflected within the literature and institutional efforts is switching your mindset from ‘what students don’t do’ to embracing ‘what they can do.’ Yosso’s (2005) model of community cultural wealth provides a clear framework that encourages faculty to uplift students in the various aspects of capital that they bring to the collegiate space (Wallace et al., 2022). Embracing this mindset also pivots the perception of the first-generation student from feeling like an outcast to establishing points of pride. This strengthening of their identity and being a pace setter fosters a culture of accomplishment for the student.

Articulate the Hidden Curriculum: With varied levels of exposure and understanding, navigating college can be challenging for first-generation students. Among faculty this can be likened to the navigation of the professional rigors of academia and meeting the demands of processes and policies (Wallace et al., 2022). Enhancing the navigational capital of first-generation students aligns with FYE goals by promoting their ease and confidence in adapting to the collegiate environment (Wallace et al., 2022; Troy et al., 2022; Yosso, 2005). Faculty can foster inclusive pedagogies and assignments that empower students to leverage their identity, this can help students see themselves reflected in the classroom (Harrington, 2024).

First-Generation Initiatives at Southern New Hampshire University

At Southern New Hampshire University (SNHU), a First-gen Forward institution, 40% of students identify as first-generation. These students have opportunities to make connections in multiple learning modalities, including engaging with an online first-gen learning resource group. Additionally, on-campus students have access to a first-gen lounge that serves as a hub for programming and mentorship.

SNHU’s instructors are encouraged to share their first-generation identities in courses, panels, and other student-facing settings to normalize the identity and stories of being first-generation. Instructors can also engage in various workshops and trainings to dispel anti-deficit thinking and effectively empower students in their courses. With a commitment to access, SNHU intentionally minimizes the hidden curriculum through the design of its online orientation and the scaffolding of relevant resources in various courses.

Conclusion

Institutions must seek to ensure that first-generation students are a part of the fabric of higher education. Faculty serve an important role by intentionally weaving first-gen student experiences and narratives throughout the curriculum to enrich the self-efficacy of first-generation students. Continuing to prioritize this population both in and out of the classroom affirms an institutional commitment to the access and success of its students.

References

Cahalan, M. W., Addison, M., Brunt, N., Patel, P. R., Vaughan III, T., Genao, A., & Perna, L. W. (2022). Indicators of higher education equity in the United States: 2022 Historical trend report. Washington, DC: The Pell Institute for the Study of Opportunity in Higher Education, Council for Opportunity in Education (COE), and Alliance for Higher Education and Democracy of the University of Pennsylvania (PennAHEAD).

Harrington, C. (Ed.) (2024). Creating culturally affirming and meaningful assignments as a practical resource for higher education faculty. Routledge.

Howard, J. R. (2015). Discussion in the college classroom: Getting your students engaged and participating in person and online. Jossey-Bass.

RTI International. (2023). First-generation College Students in 2020: Demographic Characteristics and Postsecondary Enrollment. Washington, DC: NASPA. Retrieved from https://firstgen.naspa.org/files/dmfile/15405_NASPA_FactSheet-01.pdf

Strayhorn, T. L. (2018). College students' sense of belonging: A key to educational success for all students (2nd ed.). Routledge.

Troy, C., Jackson, K., Pearce, B., & Rowe, D. (Eds.) (2022). Developing and implementing promising practices and programs for first-generation college students. Routledge.

Wallace, M. B. & Associates. (Eds.) (2022). First generation professionals in higher education: Strategies for the world of work. NASPA – Student Affairs Administrators in Higher Education.

Yosso, T.J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8(1), pp. 69–91.