Abstract
They Were Just High Schoolers in May
“Yes, I made it to my senior year of high school. I can’t wait to be the big dawg on campus. Later curfew, football games, basketball games, Homecoming, and parking in the senior parking lot. Wait, I have to apply to college too? Applications? Application fees? Scholarships?” I remember overhearing this conversation and train of thought more times than I can count as a high school teacher. Society has placed an exorbitant amount of responsibility on 17-year-old and 18-year-old students every May who decide to attend college. Imagine being the first in your family to go off to college and having to traverse such a task. Despite these odds, students across various communities continue to venture off to college every August. According to the National Center for Education Statistics (Undergraduate Enrollment, 2020), between 2000 and 2018, total undergraduate enrollment in degree-granting postsecondary institutions increased by 26 percent (from 13.2 million to 16.6 million students). By 2029, total undergraduate enrollment is projected to increase to 17.0 million students.
They were just high schoolers in May.
This essay is a discussion of the lived experiences of first-generation college students each August when they arrive on a college campus for the first time. My approach offers a reflective component for institutions of higher education to consider when creating support or programs for first-generation students as they navigate an unfamiliar terrain in which they are expected to understand its components instantly.
The Experience of First-Generation Students
I can remember being in college as a first-generation college student and having to navigate the culture I will refer to as you are in college now you should already know that phase. I was old enough to be considered an adult, but I had no experience actually being one. I was in another city miles away from the individuals who had handled major decisions for me my entire life. I chose to attend the same college as my brother who had by some miracle figured out how to survive in the unfamiliar world of higher education. Without my brother, I would not have understood the role of the Financial Aid Office, how to complete a FAFSA form or the necessary balance of taking difficult courses with a buffer of easier courses in any given semester. Even though I had received several scholarships and graduated at the top of my class, I struggled with understanding how “things worked.” Every college freshman is not as lucky as I was to have someone proceed them to college. If they are bold enough to seek guidance, they are constantly confronted with the phrase; you should already know that. This phrase is uttered everywhere including the Resident Assistant, other students, and most upsetting, the college professor.
I can remember being in college as a first-generation college student and having to navigate the culture I will refer to as the you are in college now you should already know that phase.
Absurd Collegiate Expectations
Throughout my college matriculation, I was amazed at what was expected of me as an 18-year-old. Here I am attending college with students from all over the nation and even the world. They came from affluent families as well as low-to-middle-income families. They were athletic and smart, and some were even accepted provisionally. They were from the inner city of Chicago, the West Coast, and even the beaches of the Virgin Islands. They were black, biracial, women, men, LGBTQ+, talented, and gifted. Some were transfer students from other community colleges, two-year institutions, and four-year institutions. Despite all of the obvious differences, we were expected to know the same information and possess similar skills and knowledge. After all, we were “adults.” We should have known that a paragraph is not five sentences instead it is the end of a complete thought. We should have known that you can take classes in rotation with your friends so that you are not using all of your school refund money on textbooks each semester. We should have known to rent these textbooks instead of selling $200 books back to the bookstore for $30. We should have known that our student id could be used to purchase items at CVS and restaurants near campus. We should have known after freshmen year, we did not have to keep the most expensive meal plan if we were struggling with paying tuition. We should have known that we could appeal a grade a professor gave by contacting the college dean. We should have known we could get a tutor or attend a writer's workshop if we needed extra help at no cost. We should have known that a campus health plan could come at a lower cost to our parents than being on their health insurance. We should have known that to increase our chances of employment post-college, an internship opportunity is necessary no matter our major. We should have known that campus offers resources such as TRIO to support us in a variety of ways if we qualify for services. The list could go on and on. The overarching point is, if a student is shy, not used to asking for help, and does not need help academically but lacks life or social skills, how can they be expected to thrive? You cannot know what you do not know.
After all, we were “adults.” You cannot know what you do not know.
Beyond TRIO Programs
I know that higher education administrators will say that students are told this information in college tours, orientation, and campus pamphlets. The truth of the matter is college in and of itself is overwhelming. Students have just graduated from high school in May from a world that was heavily focused on standardized testing, completion of recovery assignments to replace failing grades, grading systems that did not support them receiving a zero for incomplete assignments, and most importantly the power of their parents to be able to confront teachers and administrators when they were not satisfied with their child's grade in the hopes of making teachers “give” them unearned grades and opportunities. How can they be expected to gain the necessary maturity, assertiveness, and knowledge seeking to become successful in college?
The truth of the matter is college in and of itself is overwhelming.
Many administrators will suggest students utilize Federal TRIO Programs (TRIO home page, 2020) to teach them everything they need to know to be successful with college coursework. According to their federal website, the TRIO Programs are Federal outreach and student services programs designed to identify and provide services for individuals from disadvantaged backgrounds. TRIO includes eight programs targeted to serve and assist low-income individuals, first-generation college students, and individuals with disabilities to progress through the academic pipeline from middle school to postbaccalaureate programs. The eight programs include:
Educational Opportunity Centers Ronald E. McNair Postbaccalaureate Achievement Student Support Services Talent Search Training Program for Federal TRIO Programs Staff Upward Bound Upward Bound Math-Science Veterans Upward Bound
The Flaw in Relying Heavily on TRIO Programs
There are several problems with such a great reliance on TRIO programs. First, not everyone is aware that these programs are available to them on their high school or college campus. For example, I attended a high school that had an Upward Bound program. There was no schoolwide recruitment effort for participation in the program. Although, my status as a low-income, first-generation student qualified me for the program, students were just “placed there.” The assumption was that they “needed extra support” and I did not fall into that category because I did not struggle with academics. It was not until I attended college that I realized the program's purpose. Sadly, once I entered college it happened again. Although my college had a TRIO program, I never heard about it. I was never contacted and I never saw anyone recruiting for it. It was not until after I had transferred from that college that I realized there was a program on campus.
It was not until I attended college that I realized the program's purpose.
Second, TRIO and programs like it are not available on all campuses which is a disservice to students. There is a substantial body of research available that addresses the need for colleges to support first-generation students, nontraditional students, and/or those returning after a hiatus as they navigate the necessary skills to compete and be successful in college. In my own dissertation, The anatomy of success: Academic completion among undergraduate African-Americans attending college after a hiatus (Smith, 2016), I discuss this concern with the help of a reference from MacKinnon-Slaney (1994). MacKinnon-Slaney, the creator of the Adult Persistence in Learning Model, mentioned the importance of understanding the intellectual and political dimensions of learning, information retrieval from college, and awareness of opportunities as a part of the 10 factors necessary for adult persistence. Adult learners who understand the political nature of education are being realistic about the process and climate of higher education. Without this understanding, adults become confused about the multiple layers of the university and miss out on important information. When are universities going to begin to collaborate more consistently and effectively on a local and national level with K-12 educators in identifying solid and sustainable measures to move students forward? Second, TRIO and programs like it are not available on all campuses which is a disservice to students. When are universities going to begin to collaborate more consistently and effectively on a local and national level with K-12 educators in identifying solid and sustainable measures to move students forward?
Next, although TRIO and programs similar to it provide students with tips for studying, time management, and writing scholarly, they cannot also be expected to prepare and nurture students socially, emotionally, and otherwise, as they continue to matriculate through institutions of higher education. A participant in my dissertation research noted a life-changing experience with a college professor. “He was out of touch with students. When asked questions, he would refer students to the textbook instead of providing an explanation. This caused great frustration as I did not know how to handle the situation or who to reach out to. This resulted in me dropping out of school.” This is yet another example of a lost teachable moment. Imagine how this student could have benefited from structures in place, that did not let the “logic” of you are in college you should know win.
Imagine how this student could have benefited from structures in place, that did not let the “logic” of you are in college you should know win.
Finally, I have even heard the argument, students are in the digital age if they can master using all this technology, why can’t they just figure it out? As a teacher, I assumed that if I gave an assignment that required students to create a PowerPoint or another type of presentation and upload their final draft online, students would have no issues. They make Tik Tok and Instagram videos all the time. They stream music constantly. They even send money through Cash App and Venmo. Surely this skill set is in their wheelhouse. Sadly, I was mistaken. Students had no idea how to save documents or even attach links to emails. They often cited Google as a source and had no idea what a credible source was. The concept of equating social media usage to technological proficiency is a dangerous mindset. Although the world wide web is available for students to find out information they may not know, they still struggle with comprehension and deciphering what is important.
A Call To Action
What can institutions do to thoughtfully address the gap in skillset from high school to higher education? I think that all institutions, regardless of institutional type, must realistically address the fact that college for an 18-year-old is not an easy space to navigate. Colleges must seek out opportunities to develop the necessary life and social skills of students to be successful. Although important, all efforts cannot be placed solely on academics. Students are coming to these institutions from all types of high schools, domestically and internationally. Institutions of higher learning can no longer continue to assume what students should know as they enter college no matter their GPA, athletic status, or family status (legacy, first-generation, etc.). Institutions should focus on developing robust bridging programs that are available to students upon college acceptance. These programs should focus on not only college courses but, skills such as advocating for oneself, understanding how to use the web academically, scholarly writing, and a robust discussion of understanding campus resources. This intense program could have worthwhile implications for college readiness before these students even take their first course. What can institutions do to thoughtfully address the gap in skillset from high school to higher education? Although important, all efforts cannot be placed solely on academics.
Colleges and school districts should make an effort to attend their local P20 Collaborative. P20 Collaboratives consist of P-12 districts and colleges coming together to discuss issues within their Regional Educational Service Agency) such as teacher induction, curriculum, standards, instruction, and assessment from departments of education. If colleges do not have P20 Collaboratives established, it is imperative that they begin the process of creating these communities. This collaboration would allow districts and colleges to become proactive in addressing the ever-changing needs of students.
Early arrival for first-generation students is also another option to consider. Every year colleges welcome athletes and band members before the majority of students return to campus for the year. Why not do this for first-generation students? This experience should be in addition to orientation. Although colleges provide some important information during orientation, it is often rushed and students are so caught up in the ambiance of the campus and thoughts of freedom from their parents that they are not paying attention. During this time, the aforementioned topics should be discussed in depth.
Lastly, colleges should divert more resources to creating TRIO-like programs to support all students. These programs can be on campuses that already have TRIO programs as well as on those that do not. The concepts and strategies that are taught in TRIO can be used as a model to support students. Student participation should be available to all first-generation students regardless of their academic level, athletic affiliation, or family status. Last, colleges should divert more resources to creating TRIO-like programs to support all students. Student participation should be available to all first-generation students regardless of their academic level, athletic affiliation, or family status.
Footnotes
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