First-Generation College Student Experiences and Challenges

First-Generation College Student Experience

Defining First-Generation College Student

  • A first-generation college student is typically defined as someone whose parents have not completed a four-year college degree.

Challenges Faced by First-Generation Students

Application Process

  • Lack of knowledge on how to apply to college, including completing FAFSA forms.

  • Unfamiliarity with college-related aspects, such as the need to buy textbooks.

  • Ignorance about available resources like free food programs (e.g., EBT, CalFresh) and therapeutic resources on campus.

Support Programs

  • Programs like EOP (Early Opportunity Program), AVID, EAOP (Early Academic Outreach Program), Talent Search, and Upward Bound aim to support first-generation, low-income, and students with disabilities.

  • Trio programs offer support through initiatives like Upward Bound, Talent Search, and Veterans Upward Bound.

Family Support

  • Families may be supportive, but conflicts can arise if students want to study outside their local area.

  • Living at home can be both beneficial and limiting; it provides comfort and space but may hinder the full college experience.

Navigating College Life

  • Difficulty in understanding the differences between general courses and major-specific courses.

  • Feeling isolated due to the lack of family members who can relate to the college experience.

  • The emotional toll of navigating college without familial understanding, leading to frustration and sadness.

Financial Pressures

  • Pressure to support the household financially, sometimes using financial aid refunds for groceries or bills.

  • Examples: Using financial aid to buy a mobility scooter for a parent after an amputation.

Academic Pressures

  • Lack of family support for academic issues, especially if parents do not speak English or have no college experience.

  • Difficulty balancing academic responsibilities with caring for parents, including managing their healthcare appointments.

  • Feeling like roles are reversed, with the student acting as a parent to their parents.

Available Resources

  • IHSS (In-Home Supportive Services) can provide compensation for caregiving roles within the family.

  • Websites like SlugBooks and Anna's Archive can help find textbooks at lower prices.

  • University libraries often offer online access to required textbooks.

COVID-19 Impact

Initial Experiences

  • The first year of college during 2020 was entirely online due to the pandemic, affecting the ability to make connections.

  • Online classes sometimes led to a lack of engagement due to optional camera use during Zoom sessions.

Transition to In-Person Classes

  • Returning to in-person classes brought challenges like unfamiliarity with campus buildings and the need to pay for parking (which can be expensive, e.g., 77 to 12perday,or12 per day, or300$$+ per year).

  • Concerns about campus safety, such as car break-ins and incidents involving weapons, despite parking fees.

Mental Health and Wellness

Wellness Center

  • Lack of awareness about available resources at the wellness center.

  • Long waiting times for therapy appointments (e.g., scheduling in November for appointments made in September).

  • Session limitations (e.g., only six sessions) can be a barrier to long-term support.

Social Involvement

  • Participation in honor societies (e.g., Phi Alpha Honor Society for Social Work).

  • Limited involvement in campus centers due to lack of awareness, not knowing anyone involved, and family obligations.

Coping Mechanisms

  • Using shopping (e.g., Bath & Body Works) as a form of self-care.

  • Self-care activities include eyebrow grooming and walking the dog.

Graduation and Future Outlook

Motivation

  • Driven by parents' dreams and a passion for social work.

  • Desire to be a role model for nieces and nephews.

Reactions to Graduation

  • Positive reactions from family members, without negative comments about thinking highly of oneself.

Sibling Dynamics

  • Youngest of three daughters, with a significant age gap between siblings.

  • Siblings live nearby but have their own families and work commitments, limiting their ability to help with parental care.

Self-Care and Support

  • Balancing self-care with parental care responsibilities, often pushing self-care aside.

  • Incorporating self-care activities regularly (e.g., concerts, travel) is essential to avoid burnout.

Advice for First-Generation Students

Networking

  • Networking with classmates can provide valuable resources and information.

  • Example: Learning about Anna's Archive for cheaper textbooks through a classmate.

Resource Utilization

  • Many students do not fully utilize campus resources due to lack of awareness or discomfort.

  • Feeling like an impostor is common, but sharing experiences with peers can help.

EOP Programs

  • EOP programs primarily focus on academic support rather than mental health.

  • Workshops on stress balance may be available but are often underutilized due to time constraints.

Imposter Syndrome

  • Definition: Feeling like an impostor or not belonging despite achievements.

  • Manifestations: Doubting intelligence, feeling unqualified, or being unaware of common knowledge.

  • Coping: Sharing struggles with peers to realize that others feel the same way.