As the composition of college campuses diversifies, there is a growing challenge in ensuring that the unique needs of first-generation students and faculty are met and addressed effectively. Nationally, over half of undergraduates identify as first-generation students, yet their completion rates lag behind those of their peers. This highlights an urgent need for colleges to deploy strategies that foster a sense of belonging, support academic persistence, and create a supportive campus environment. This article examines four key strategies that have shown promise in enhancing engagement and support for this significant demographic.
Faculty Panels: Sharing Experiences and Insights
One of the most effective ways to support first-generation students is through organizing faculty panels where former first-generation students-turned-educators share their experiences and insights. These panels provide a platform for faculty to validate the students’ unique experiences and offer practical advice centered on navigating academic and personal challenges. For instance, Brookdale Community College and Elon University have fostered a sense of community by regularly hosting such panels. These events enable first-generation faculty to connect with students on a profound level, breaking down barriers and demystifying the academic journey. The panelists not only serve as role models but also offer invaluable anecdotes and strategies that are directly relatable to first-generation students.
These sessions have been particularly impactful because they not only bring to light the shared struggles of first-generation individuals but also showcase the attainable success that lies ahead. Students who attend these panels often leave with a renewed sense of motivation, realizing that their professors have walked similar paths and have overcome comparable obstacles. The tangible connection created during these interactions helps fortify a sense of belonging, which is essential for the persistence and ultimate success of first-generation students. Furthermore, these panels serve as a platform for faculty members to reflect on their own journeys, reigniting their commitment to supporting students who share their background.
Creating Conversations through Mixers and Informal Dialogues
Beyond formal discussions, creating informal conversations through mixers and dialogues has proven to be another powerful strategy in supporting first-generation students. At Virginia Tech and Wichita State University, initiatives like mixers and walk-and-talk events have facilitated networking and mentorship opportunities, providing first-generation students a chance to connect with peers, faculty, and staff in a relaxed setting. These informal interactions are critical in building a supportive community where first-generation students feel seen, heard, and valued. The casual nature of these events dismantles the formal barriers that often exist in academic settings, allowing authentic and meaningful connections to form.
These conversational events also play a crucial role in fostering mentorship relationships. Students who might feel hesitant about approaching faculty during office hours find it easier to engage during these informal gatherings. Over time, these interactions can evolve into mentoring relationships that provide guidance, support, and reassurance. The community-building aspect of these events cannot be overstated – they help students build a social network that is crucial for emotional and academic support. When first-generation students have a community they can rely on, they are more likely to persist through challenges and remain engaged in their academic pursuits.
Sharing Practitioner Testimonies
Another strategy that has shown significant promise in supporting first-generation students is the sharing of practitioner testimonies. Institutions such as Temple University, the University of California, Davis, and the University of Texas at San Antonio have recognized the value of faculty reflections on their academic journeys. By collecting and sharing these testimonies, these institutions highlight the diverse pathways that first-generation faculty have taken to achieve success. These stories offer inspiration and serve as a beacon of hope for current first-generation students, showing them that their dreams are attainable no matter how daunting the journey may seem.
The sharing of these testimonies creates a repository of lived experiences that can be accessed by students whenever they need encouragement or insight. This practice not only demystifies the academic process but also humanizes faculty members, making them more approachable and relatable. First-generation students often face feelings of isolation and imposter syndrome; hearing stories of resilience and triumph from those who have been in their shoes can be incredibly empowering. It provides a sense of continuity and belonging, reinforcing that they are not alone in their struggles and aspirations.
Providing First-Generation Merchandise
Visible symbols play a powerful role in establishing a sense of community and pride among first-generation students. By providing first-generation merchandise, colleges can help these students feel recognized and connected. For instance, at the University of Notre Dame, faculty members wearing T-shirts emblazoned with supportive messages serve as visible allies for first-generation students. This simple but effective strategy helps students easily identify supportive personnel on campus and fosters a shared sense of identity and pride. The visibility of first-generation faculty and staff through such symbols strengthens the bond within the community and enhances the overall campus climate.
Moreover, this strategy extends beyond just students and includes faculty and staff who identify as first-generation. When faculty members display their first-generation status proudly, it normalizes the experience and provides a subtle invitation for students to approach them. It signals to students that there are allies and mentors readily available, breaking down the invisible barriers that can inhibit seeking help or guidance. These visible symbols can also spark spontaneous interactions and conversations, further breaking the ice and fostering a community that is supportive and inclusive.
Conclusion
As college campuses become more diverse, there is a pressing need to address the unique needs of first-generation students and faculty. Nationally, more than half of undergraduates identify as first-generation students, yet their graduation rates fall short compared to their peers. This disparity underscores the urgent necessity for colleges to implement strategies that promote a sense of belonging, support academic persistence, and build a supportive campus environment. First-generation students face distinct challenges, such as limited knowledge of navigating college life and balancing academic responsibilities with personal obligations. Additionally, they often lack access to informal networks that can provide essential academic and career guidance. Colleges can better support these students by offering targeted mentorship programs, increasing access to academic resources, creating community-building activities, and providing financial assistance. By deploying these strategies, colleges can enhance the engagement and success of first-generation students, thereby contributing to a more equitable and inclusive higher education landscape. This article explores four key strategies that have shown promise in this endeavor.
