First-Generation College Students: Triumphs And Challenges

Sophia’s experience has been, in her own words, “pretty good so far.” When I asked her more about classes, she said that she was stronger in English because she likes writing. For her English class, she had to “write long papers. Math and biology are a bit more difficult for me.” Her strategies for being successful include “try not to procrastinate. I use a planner. I take detailed notes, organize information by chapter, and color code.” Sophia had said she wants to be a role for her brothers, to motivate them to attend college, and she sees herself as being successful in college.

Jay has experienced great change in his academic performance, which was motivated by his desire not to settle for the possibility of being a college dropout. Jay’s experience: “Really early on in my college career, like I started off bad, I was on academic probation, academic warning, and I almost got kicked out of school, then I just told myself that I’m not going to go back home and I know people who have been through the same stuff, and I want more out of life than to be a college dropout. So, I kind of just motivated myself, and I saw everyone on campus getting their grades and participating, and I just told myself, ‘Why can’t I do that?’ So, I just started to buckle down to grind and do what I need to do.”

Community

Classes and study methods were among the multiple discussion points in interviews. Common study habits include asking questions, talking to professors, working on study habits, taking detailed notes, keeping a planner and organizer, and coding the importance of assignments and events. This goes to the development of having a good support system. A support system would include study groups, clubs, or the counseling center, which offers various classes and seminars for time management and study habits, and there is also the career development office. A note to educators would be patience and help students to feel they are welcome to ask questions and ask for help in general. Secondly, I have become aware of a recently organized club that is focused on first-generation students.

As Williams and Ferrari write, “Schools should focus on being more accommodating to students who are likely to feel less of a sense of belonging and at risk of struggling to survive in college…Furthermore, multicultural experiences and awareness, valuing diversity, and interactions for diverse students, because of institutional support via programming services, and accepting policies, lead to improved campus experiences and education” (Williams and Ferrari, 384). Granted, not all first-generation students will struggle while in college. What can be done to help first-generation students is to offer them resources to help them transition and find a sense of community at college. That is why it is helpful and important to know the different resources for students which are available on campus.

Family and Social Influence

During individual interviews, each participant expressed some extension of family and social influence and support, whether such influence or support was positive or indifferent. Most interviewees reported having a form of familial support, including financial support and encouragement and motivation to do well in college. Participants did not report any negative social and family influence. Studies and literature review that examines reasons why young adults might be hesitant about attending or attaining higher education after high school did not prove true with my interviewees, as all interviewees did describe plans to attain a higher education beyond high school.

Sophia is motivated by her parents and her personal desire to succeed. “I want to, not just for them but for myself because I also want to. I don’t want to do something simple. I want to do something I enjoy instead of having a simple job.” For her, college is a stepping stone to doing more with her life.

Bridget is majoring in social work, which she is passionate about pursuing. She decided at a young age, around thirteen or fourteen, to attend college because she didn’t want to work a minimum-wage job her entire life. Her father told her she “should be doing more than helping people” He said she should consider doing forensic science. Her grandfather was less than excited about her going to college. Bridget stated the family was not very supportive or unsupportive. Instead, her father was thinking more about how much her education would cost.

Reginald also decided at age thirteen or fourteen to attend college. He mentioned that he supported him attending college, although it was if he could afford to go. As stated prior, Reginald is motivated by thinking of his future, including providing for his future wife and children and making sure they are secure financially. He plans to teach mathematics, as that is a subject he is very successful with.

For Antonio, he puts pressure on himself to succeed. His family and friends ask him how his experiences have been, what is going on, etc. He tells them he is living a dream. He is also the first among his friends to complete a four-year degree. As he discussed in the interview, most of his friends ended up living at home with their parents and having minimal responsibilities. Antonio works for GoWest Security at WIU and has his own business in Chicago. Additionally, he has several social responsibilities, including Greek life. His family does ask him how everything is going with school and assumes that He tells friends and his family that he is living the dream. His motivation for succeeding is that all eyes are on him. “Everyone who didn’t go to college is watching me, and people tend to be very judgmental over something they’ve never experienced. So, I told my dad I got a D on a test, or Hey, I failed a test, you know, he gets very angry, you know, ticked off, but at the same time, he never went through the experience I went through, so I guess when my family is watching…My parents don’t want me in law enforcement, but I want to show them I can do it in the best way possible.”

Bella is a freshman who has family support in regard to attending college and wants her brothers, both younger, to know attending college is worth it.

Jay is a graduate student who aspires to be an inspiration and positive role model to people he meets. He stated that he “wants to leave Illinois, get his real estate license, be an entrepreneur, and help the youth” around him. As Jay says, “Change the world. Big dreams.” His advice for first-generation college students is to have a strong support group or support system and ask questions, and keep communication lines open with peers and professors.

Case Study:

Carl: Overcoming Several Obstacles and Succeeding

Carl, an undergraduate student, was encouraged by his father to attend college. Carl’s family, at least his paternal relatives, are immigrants from Central Mexico. Carl’s grandfather used to travel between Mexico and the US to work on railroads. As the youngest son, Carl is the first male in his family to attend college. He has an older sister who attended college, including WIU and received her master’s degree. She is a Corrections Officer supervisor. Carl has another sister enrolled in art school. Carl frequently connected his background as being a motivating factor for his attending college, including the encouragement from his father.

Growing up, Carl spoke Spanish until age six, when his parents decided he and a partial number of siblings needed to speak only English to be assimilated into their predominantly Caucasian neighborhood. Carl stated that he grew up in Romeoville, Joliet, a suburb of Chicago. Before attending WIU, he worked two jobs and attended community college. His primary job was as a cashier. His second job was at a Rapid Deployment Center for Home Depot.

The 2008 housing bust was detrimental to the family’s socioeconomic status. The family suffered family major financial setbacks, and Carl’s father took a severe cut in his annual income. Carl’s mother had to work three jobs to help her husband, and the siblings faced the possibility of being split up because things seemed very bad. Carl’s father’s business was seriously downsized. His father’s annual income went from $100,000 to $10,000 a year. During this time, his parents had to use the college fund they set aside for Carl to keep their house and pay bills.

Carl is a Law Enforcement and Justice Administration major. He mentioned during our interview that he wanted to work in Homeland Security or the DEA (Drug Enforcement Agency). He has a lot of relatives who were involved in law enforcement as police officers. “It kind of runs down in the family, besides I have relatives that are in there, but other than that, they have no diplomas. They just got in with their GEDs, so I want to be the first to graduate from college, the first boy.” Several of his relatives are retired or left the force. The relatives who left the force were unable to advance their careers because they didn’t have college degrees. Carl also stated that several relatives had either only completed high school or had their GEDs.

His older sister attended WIU too. “It was because she came here too. From her experience, she said they had good professors, and the law enforcement program was really good and well-known across the country, especially in Illinois. A lot of alumni here. And, also, it’s relatively cheaper than other universities.”

Carl has overcome difficulties of learning a new language, balancing life and work, and expectations and obligations while figuring out his own life. As Carl explained, “I used to struggle with English and math the most. I was put in special education and developed better English and math enough to be placed in regular classes during high school.” He also looks to push himself to succeed and go farther in his career. He has faced the possibility of being separated from his parents and siblings, has worked multiple jobs, and balanced attaining an education. He also knows he wants job security, hence why he is attending college. “Focus on getting a career started. Maybe a master’s program, depending on place of employment.”

Effects of the State Budget Crisis

During the 2015-2016 budget crisis in Illinois, many teachers were let go, and the school was affected in multiple ways. One effect was reshuffling teachers and academic advisors into different departments. Two, four majors were cut, including Women’s Studies, Religious Studies, and African-American Studies; students enrolled in these programs could complete their degrees and graduate. Students can minor in said former major programs. Additionally, furlough days were implemented for teachers and advisors. However, the state budget crisis greatly affected students and the possibility of them completing their college education. I have provided some examples, primarily Libby and Antonio, undergraduate students. Also included is a case study regarding two students’ financial concerns regarding how the state budget crisis would have affected their education had the recent budget not been passed.

Some of them face financial challenges, including worrying about how the state budget crisis would have affected their staying in school. Some students are dependent on loans from the government, while others work during holidays, summer, and the school year to offset college expenses. Other concerns include programs being cut. Within the past few years, Western has faced such problems and was forced to cut majors, including Women’s Studies and African-American Studies. Some participants feared their own programs would be cut and that their educational studies would be put on hold or that they might not be able to complete their degrees. While the state has passed a budget, certain fears are not completely alleviated, mostly from a financial standpoint.

Prior to attending the WIU-Macomb campus, students such as Libby and Antonio, a LEJA undergraduate student, worried about if their programs of interest might be cut. When I asked if the state budget had affected them-individually-one issue they brought up was the possibility of their program being cut. For Libby, she worried that the RPTA might be cut “because it was one the programs up in the air.” While discussing this fear, Libby and I discussed the financial issues and crisis that had plagued Western around 2015-2016 and discussed alternate ways the school could have saved money. Libby thought the school could save money by only offering certain classes once, as some classes didn’t always have enough students enrolled in them.

Antonio expressed a psychological worry about whether he would be able to graduate if the program were reduced or cut. According to him, “Western has a great reputation for pumping out law enforcement students for great agencies, so I feel if we have money issues, we’re going to cut expenses in their biggest area, which would be law enforcement, and you know, nursing, education, and broadcasting. So, I am in fear that if our program doesn’t have enough money, will I get to the place I want to go, the place I should go later.”

Reference:

1. Williams, D. A., & Ferrari, J. R. (2006). First-Generation College Students: Motivation, Integration, and Academic Achievement. Journal of College Student Development, 47(5), 534-547.