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Lessons Learned: Working with First-Generation Students
Anna TakahashiEastside College PrepShare, Learn, Connect
March 2014
Defining “First Generation”
• Students whose parent(s) did not complete a 4-year undergraduate degree (per US Department of Education, University of California, etc.)
• Other considerations:– Students whose parents were educated outside the US
• Underemployment• Different educational systems
– Children whose parents recently received their 4-year degree– May not be the first in the family to attend college– May or may not also be a first-generation American– Can come from different income backgrounds
% Distribution of US 5- to 17-Year Olds by First Gen Status and Race/Ethnicity
White
Asian Ameri
can
Multiracial
Black/A
frican
American
American
Indian
/Alas
ka Nati
ve
Native
Hawaii
an/P
acific Is
lander
Hispan
ic/Lati
no
Total
US0
10
20
30
40
50
60
70
23 2428
41 42
50
61
34
Percentage
Source: College Board via NCES
Some Numbers
• 4.5 million low-income, first-generation students in post-secondary education (24% of the undergraduate population)
• Low-income, first-generation students were nearly four times more likely to leave higher education after the first year than students who had neither of these risk factors.
• Six years later, 43% of low-income, first-generation students had left college without earning their degrees. Among those who left, 60% did so after the first year. Only 11% earned their bachelors degrees.
• Low-income, first-generation students were actually seven times more likely to earn bachelor’s degrees if they started in four-year institutions, but only 25% of them did so.
• Only 14% of low-income, first-generation students attending public two-year and for-profit institutions transferred to four-year institutions within 6 years.
(2008 Pell Institute Study)
Challenges Facing First-Generation Students in College Access
• Financial• Cultural• Structural• Bump in the road? Detour? Road block?
Financial Challenges Facing First-Generation Students in College Access
• Pre-college costs– Registering to take standardized tests– Sending test scores– College application fees– Financial aid application fees (CSS PROFILE)– Enrollment deposits– Housing application fees/deposits– Visiting campuses
• Sticker shock from costs of attendance
Financial Challenges Facing First-Generation Students in College Access
• Maneuvering financial aid– Hoping for the “full ride”– Loan aversion– Loan gullibility– Reading financial aid award letters (PLUS loans)– Covering costs for one year vs. four/five years
• Unforeseen expenses– Travel to/from campus– “Miscellaneous Fees” – student services, printing, ID card,
laundry, orientation, parking, etc.• AB 540 students and/or undocumented parents
Cultural Challenges Facing First-Generation Students in College Access
• Limited knowledge (types of colleges, geographic areas, majors, selection criteria, etc.)
• “Liberal arts” vs. professional degree/career• Pressure or lack of support from family, peers,
community– Family responsibilities and priorities– Leaving home/leaving the family– When the going gets tough, “come home”
• Stereotypes of college (whitewashing, reppin’)
Structural Challenges Facing First-Generation Students in College Access
• Academic preparation• Too many sources of information – what’s relevant?
What’s trustworthy?• So many moving pieces• Starting too late• Deadlines• Logistics – eg., registering, prepping, taking tests,
sending scores, following up, etc.• Completing forms• Unfamiliar vernacular
Learning Another Language
Common AppFAFSA
SATPlacement Tests
Score Choice
UCCSU
PortalEarly ActionEARLY DECISION
Deposit
Division 1SIR
ACT
Test Prep
Cost of Attendance
Grants
ApplicationNeed-blindFinancial Aid
Interview
Portfolio
In-state WUE
CALGRANTDependent
A-GCommunity college
LOANSBachelors
EPT/ELM
Addressing the Academic Challenges
• Start early (middle school program) and mandatory summer bridge for rising 6th and 9th graders
• Exceed requirements for admission to 4-year colleges (AP, college courses); highly structured
• Extra writing built into the curriculum including several major research papers in 11th and 12th grades
• College readiness built into the humanities curriculum• Summer course offerings including CC classes
Addressing the Academic Challenges
• Small class sizes• Extended school day• Tutorials led by faculty• Set high standards• All students take at least two AP classes• All students take the PSAT in 9th, 10th and 11th
• SAT prep built into the curriculum (10th and 11th)
Addressing the Cultural Challenges
• Creating a college-going culture where all are expected to go to four-year colleges
• Close-knit, family environment• Summer enrichment program• Parent volunteer hours• “EFC”• Dedicated classroom space for the college center in the
middle of campus• Alumni support team• Emphasis on “adult responsibilities” for seniors
Addressing Resource Challenges
• Extended school day• Alumni support team• Career pathways program for alumni• Community service built into graduation
requirements• College trips for juniors• Exposure to a range of colleges– Keeping an open mind about college choices
• Dedicated space for the college center
Addressing Resource Challenges
• College counseling course (Senior College Prep) in 12th– 2-week “boot camp” before start of 12th grade– Mandatory that all students apply to local CSU– Completion of college applications by mid
December– Completion of financial aid applications in class in
January– Mandatory student/parent meeting in April to
discuss college options
Addressing Resource Challenges
• Senior College Prep (cont.)– Transition to college topics covered– Personal finance and financial literacy– Self-advocacy and “adult responsibilities”– Opportunities to bring in alumni, parents, guest
speakers, et al.
This boils down to…
• Building relationships (students, families, faculty, colleagues, college representatives, community leaders, alumni, et al).
• Setting and communicating high standards• Being flexible – there is no such thing as a
“typical” day• Having a sense of humor – laugh from the belly• Believing
