"I am a First-Generation College Student“ at NIU

Kelly Smith, Ph.D.

Connie Storey, M.S.Ed.Fall 2018

• Identifying first-generation faculty and staff

• Understanding first-generation students’

needs

• Creating/highlighting first-generation student

support systems

• Connecting first-generation students with

faculty/staff and alumni who self-identify as

first-generation

Learning Outcomes

National Center for Education Statistics (NCES) for 2011-2012

academic year:

• 34% of undergraduates were the first in their families to go to

college.

• An additional 28% had parents with at least some college

experience but not a bachelor’s degree.

At NIU:

FGCS By the Numbers

Fall 2017 Undergraduates

NewFreshmen

AllUndergraduates

Count 1852 13454First Generation 52% 48%

Compared to peers from college-educated families:

• Less family and social support

• Higher levels of stress

• More likely to come from low SES and minority backgrounds

• Interact with peers less

• More likely to live off-campus

• Work more hours per week

• Access to fewer supportive resources

• Received less academic preparation during high school

• Often enroll in community college, then may go on to a 4-year school

• More likely to drop out of college after the first year

• Cite reasons for attending college as

– Upward social capitalism

– Ability to help out their family financially after graduation

Bui 2002; Collier & Morgan, 2008; Jenkins el al., 2013; Mehta et al., 2011; Soria & Stebleton, 2012

FGCS Student Profile

• Support system

• How much they identify with the collegiate experience

• Amount of additional responsibilities (work and family commitments)

• Expectations about college established prior to matriculation, especially along race and class social identities

– Who belongs?

– Who would be successful in higher education?

Collier & Morgan, 2008; Orbe, 2004; Jenkins et al, 2013

Transition to College Depends On:

• Understanding the importance of familial and cultural norms

• Balancing home, work, and school

• Addressing negative intrapsychic emotions (guilt, fear, sadness, loneliness)

• Connection to support groups

• Helping students bridge the initial gap of arrival/doubt to developing experience/agency

– connection to financial, academic, and social resources

– particularly with people and places who feel “safe” on campus due to shared culture/understanding of their experiences

Implications for Working with FGCS

Enhance students sense of belonging:

• Connection to early programs

• Need-based scholarship programs

• Social-identity based student organizations

• Community-building within residence halls

• Supportive faculty and mentors

• Academic support services

• High-impact educational practices (i.e. study abroad,

service learning programs)

Institutional Support StructuresMeans & Pyne 2017

• Survey to faculty and staff

• Proposal (initial meetings)

• Creating working group

• Evaluation

• Website updates

• Door decorations

Identifying first-generation faculty and staff

• Proposal

• Working Group (guests)

• White paper/fact sheet

• NIU Today articles

• Evaluation

Understanding first-generation student needs

• Website updates

• Breaking Barriers

• Imposter Syndrome event

• Resource Fair

Building/highlighting first-generation student support systems

• NIU Today articles on website

• Website updates

• Breaking Barriers

• Imposter Syndrome event

• Alumni/faculty speaker

• Faculty Social Room

Connecting first-generation students with faculty/staff and alumni

• Breaking Barriers

• I am First Gen!

First-Generation Support at NIU

First-Generation Welcome Head StartEvent Report: Year in School Day 1-2

Are you a first-generation student?

After attending this event I feel more prepared for college at NIU?

After attending this event, I feel more confident that I will find support at NIU.

What was most helpful at this event?

Check all that apply. After attending this event, I plan to:

How did you hear about this event?

• Break into small groups for discussion

• Report back as a large group

How can you do this on your campus?

ReferencesBarry, L., Hudley, C., Kelly, M., & Cho, S. (2009). Differences in self-reported disclosure of college experiences by first-generation college student status. Adolescence, 44, 55-68.

Bui, K. (2002). First-generation college students at a four-year university: Background characteristics, reasons for pursuing higher education, and first-year experiences. College Student Journal, 36, 3-11.

Collier, P. & Morgan, D. (2008). “is that paper really due today?”: Differences in first-generation and traditional students’ understanding of faculty expectations. Higher Education, 55, 425-446.

Covarrubias, R., Romero, A., & Trivelli, M. (2015). Family Achievement Guilt and Mental Well-beingof College Students. Journal of Child and Family Studies, 24, 2031-2037.

Gibbons, M. & Shoffner, M. (2004). Prospective first-generation college students: Meeting theirneeds through social cognitive career theory. Professional School Counseling, 8, 91-97.

Jenkins, S., Belanger, A., Londono Connally, M., Boals, A., & Duron, K. (2013). First generation undergraduate students’ social supports, depression, and life satisfaction. Journal of College Counseling, 16, 129-142.

Means, D. & Pyne, K. (2017). Finding my way: Perceptions of institutional support and belonging in low-income, first-generation, first-year college students. Journal of College Student Development, 58, 907-924.

Mehta, S., Newbold, J. & O’Rourke, M. (2011). Why do first-generation students fail? College Student

Journal, 45, 20-35.

Orbe, M. (2004). Negotiating multiple identities within multiple frames: An analysis of first-generation

college students. Communication Education, 53, 131-149.

Padgett, R., Johnson, M., & Pascarella, E. (2012). First-generation undergraduate students and the

impacts of the first year of college: Additional evidence. Journal of College Student Development, 53,

243-266.

Pascarella, E., Pierson, C., Wolniak, G., & Terenzini, P. (2004). First-generation college students:

Additional evidence on college experiences and outcomes. Journal of Higher Education, 75, 249-284.

Reid, M. & Moore, J. (2008). College Readiness and academic preparation for postsecondary education:

Oral histories of first-generation college students. Urban Education, 43, 240-261.

Soria, K., & Stebleton, M. (2012). First-generation students’ academic engagement and retention.

Teaching in Higher Education, 17, 673-685

Stebleton, M., Soria, K., & Huesman Jr, R. (2014). First-generation students sense of belonging, mental

health, and use of counseling services at public research universities. Journal of College Counseling, 17,

6-20.

References