First Gen Mentoring First Gen: How First-Gen Faculty and Staff Promote First-Gen Success

Abstract

First-generation college students (FGS) are less likely to seek support, feel a sense of belonging, and complete their degrees than continuing generation students (CGS). Using a mixed-method parallel design with quantitative and qualitative data, this study examines how FGS and CGS report their experiences at one college and analyzes the challenges many FGS have to overcome during their college lives. FGS and CGS were surveyed to capture their experiences over three consecutive years starting in 2017. Five themes emerged from the data indicating substantial differences between FGS experiences and their CGS peers. These themes included (1) differences in time devoted to school, (2) financial constraints, (3) family responsibilities, (4) unequal perceptions of academic preparations, and (5) emotional and social isolation and a sense of belonging. We obtained additional qualitative data from focus groups and interviews. Results indicate that the mentoring program helped mitigate some barriers faced by FGS.

Keywords

first generation student success student retention student belonging,equity in education

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