Overcoming the Odds: The Strengths and Struggles

of

First-Generation Students

(in review)

Sebastian Luna, Max Flores, Oscar Sosa

Salvador Delgado, Alyasin Hossain, Cuitlahuac Arenaza

BRDG, bridge to connect Program

Edited by:

Edward De La Torre, Ed.D

Emmanuel Barriga

California State University, Fullerton

Overcoming the Odds: The Strengths and Struggles of First-Generation Students

Undoubtedly, first-generation (i.e. first-gen) college students face a plethora of

challenges that impede their academic achievement. According to a recent survey conducted by Harvard Business School Publishing (2021), general open-admission institutions have a 68.9% first-gen student enrollment rate, while this percentage diminishes to 27.9% in more selective universities. This can be attributed to several factors, including financial difficulties and an absence of guidance. Moreover, compared to their non-first gen counterparts, first-generation college students exhibit lower graduation rate and are 15% more likely to dropout from private institutions while 200% more likely to leave public universities. Such shortcomings can be linked to inadequate financial aid as first-generation students are receiving about $2,600 less than non-first-gen students when attending private schools on average (National Center for Education Statistics, 2024). Furthermore, according to research conducted by The Clay Center for Young Healthy Minds (2020), early-career challenges stem from significant distress, which further pushes impairment in functioning and networking obstacles as revealed in interviews with dozens of first-generation success stories.

Challenges Faced by First-Generation College Students

First-generation college students often have unique challenges and experiences that can impact their living situation compared to non-first-gen students. According to the National Center for Education Statistics (2024), first-gen students typically come from lower-income families with an average family income of $58,000, which is less than half of the average family income of non-first-gen students. This financial disparity can lead to difficulties in affording housing, food, and other basic needs. As a result, first-gen students may be more likely to work while attending classes or rely on financial aid or scholarships to cover their living expenses. Furthermore, finding suitable housing that they can afford may also be a challenge for first-gen students, and limited access to resources and support can make it difficult to navigate the rental process.

To compound these issues, first-gen students generally lack awareness of and access to available support services on their college campuses. According to a study by Stephens et al. (2012), first-generation college students often face challenges in navigating the complex college environment, including accessing support services that could aid in their academic success and well-being. Additionally, services available to first-gen students in which they may not be aware of include mentorship programs, academic support services, and campus support centers. This lack of awareness can be attributed to several factors, including limited exposure to college culture and resources within their families and communities. Additionally, socioeconomic factors such as limited internet access or familial responsibilities may further hinder their ability to access support services. Research by Tran, Chhuon, & Nguyen (2018), underscores the importance of addressing these barriers to ensure equitable access to support services for firstgeneration college students.

Moreover, imposter syndrome is a prevalent issue among first-generation college students, particularly in Science-Technology-Engineering-Mathematics (STEM) fields. Imposter syndrome is the condition in which “the persistent inability to believe in one’s success is deserved or has legitimately achieved as a result of one’s own efforts or skills” (Oxford University Press, 2022). These students often face unique challenges, such as a lack of academic and social support, financial constraints, and difficulties navigating the college environment. Despite their achievements, individuals experiencing imposter syndrome feel like frauds. Research indicates that imposter syndrome affects approximately 33% of young people, and as many as 70% of individuals at some point in their lives. In 2019, the American Psychological Association revealed that 36% of first-generation college students experience higher levels of imposter syndrome compared to 21% of continuing-generation students. This suggests that first-generation students are more susceptible to feelings of inadequacy and selfdoubt.

In light of dealing with these pressures, many first-gen students also experience the sense of cultural and social isolation on campus. Research conducted by Engle and Tinto (2008) highlights that first-generation students often feel disconnected from their peers and the broader campus community due to cultural differences and unfamiliarity with college norms and traditions. This challenge is further perpetuated by the lack of representation and support for diverse cultural backgrounds among faculty, staff, and peers. According to a study by Terenzini et al. (2016), first-generation students may struggle to find mentors or role models who share similar cultural backgrounds or life experiences, leading to feelings of alienation and isolation.

Solutions to Address These Challenges

To address the challenges faced by first-generation college students, several solutions have been implemented. Firstly, mentorship programs have demonstrated effectiveness in reducing imposter syndrome levels among first-generation college students (Tran, Chhuon, & Nguyen, 2018). In this study, the first-generation college students who participated in a mentoring program experienced a 20% decrease in imposter syndrome levels compared to those who did not participate.

Additionally, academic support services, such as tutoring, study skills workshops, and tailored academic coaching, have positively impacted first-generation students, contributing to their academic success, and reducing feelings of imposter syndrome. A study conducted by the National Center for Education Statistics in 2024 found that 45% of first-generation students who utilized academic support services reported increased confidence and reduced sense of imposter syndrome. Furthermore, psycho-educational workshops aimed at building confidence and resilience can assist first-generation students in overcoming imposter syndrome in that these workshops target the underlying issues that contribute to such feelings. Campus support centers and organizations offer valuable resources, such as career counseling, financial aid advice, and housing assistance, which can alleviate the financial burden on first-generation college students. Providing access to such resources can help these students navigate the college environment and improve their overall well-being.

In addition to these individual-level solutions, there are broader societal changes that can be made to support first-generation college students. For example, increasing financial aid and scholarship opportunities can help alleviate financial stress, making it easier for first-generation students to focus on their studies (Barr, 2022). Moreover, universities can implement policies that make it easier for first-generation students to navigate the college application and admission process. This can include more extensive outreach efforts and simplified application procedures. Another critical step in supporting first-generation college students is recognizing and valuing their unique experiences and perspectives. Universities can create an inclusive campus culture

that values diversity and fosters a sense of belonging for all students (Barr, 2022). This can be achieved through initiatives such as diversity training for faculty and staff, cultural events, and student-led organizations.

Conclusion

First-generation college students face numerous challenges that can impede their academic success and overall well-being. The financial difficulties, lack of guidance, and imposter syndrome experienced by these students are just a few examples of the obstacles they face. However, there are several solutions that can be implemented to address these challenges, including mentorship programs, academic support services, and psycho-educational workshops. Moreover, broader societal changes such as increased financial aid and simplified application procedures can also help support prospective first-generation college students in the submission procedures, orientation to, and assimilation into university life. By recognizing and valuing the unique experiences and perspectives of these students, universities can create a more inclusive campus culture that fosters success for all members of the student community.

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