Running Head: FIRST GENERATION STUDENTS IN HIGHER EDUCATION 1

First-Generation Students: The Undervalued Foundations of Higher Education

Tasmia Moosani

Seattle University

June 14, 2018

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Table of Contents

Abstract 3

Problem Statement and Purpose 4

Literature Review 5

Methodology 11

Findings 15

Implications 19

Proposed Action Plans and Timeline 23

Conclusion/Reflection 25

References 29

Appendix A: Demographic Questionnaire 32

Appendix B: Interview Protocols 34

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Abstract

This study aims to analyze and determine the specific institutional factors that lead to

first-generation students’ relatively substandard academic and social performances within a four-

year private institution. First-generation students-of-color have faced relatively unique

challenges compared to their continuing generation peers, which, as a result, reflects the higher-

than-average dropout rates and lower-than-average retention rates for a particular group of

students. In order to provide a more thorough insight to the factors that affect such outcomes, this

study conducted a qualitative study on five first-generation students-of-color, and of whom were

identified as low performing students by Seattle University. The study was conducted at Seattle

University - a small, private, predominantly white, Jesuit-Catholic institution in the United

States. The results from the interviews provided several findings and implications which can be

utilized for future research in attempt to better campus conditions and resources for first-

generation students-of-color across all campuses.

Keywords: first-generation, students-of-color

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Problem Statement and Purpose

Problem Statement

At Seattle University, first-generation students face unique challenges compared to their

continuing-generation colleagues. Since first generation students are defined as students whose

parent(s) or guardian(s) do not have a four-year college education, their knowledge, perception,

and awareness when transitioning into college are restrained from the lack of college background

in their families. As a result, first-generation students are more likely to face academic probation

within their first few quarters in college. Though there are a good amount of resources for

students in general on campus at Seattle University for handling and tackling academic probation

and other similar challenges, first-generation students, specifically, are unaware of these

resources, thus increasing the likelihood of another quarter in academic probation or even

dropping out of school. Another cause that can lead to this situation is the fact that first

generation students are less likely to ask for help. This hesitation of reaching out for help results

from the first-generation students’ lack of college background and confidence wherein there is a

feeling of marginalization; that is, first generation students refrain from asking for help since

they feel as if they should not since their continuing-generation peers do not either, thus leading

to an increase probability in additional quarters in academic probation or dropping out.

Purpose

Seattle University hopes to not only provide resources for first-generation students who

fall into academic probation, but also resources to prevent such situations from happening. An

orientation for first-generation students, for example, that provides information on how to find

resources and how to better navigate through their respective transitions into college to overall

decrease or prevent academic probation from occurring. That is, Seattle University hopes to
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provide a safe space at general orientation for first-generation students (or even students who

might find it helpful) to help them and increase their knowledge for on-campus and off-campus

resources that may help if they do experience academic probation within their first few quarters

at the university. This orientation and knowledge given to these first-generation students may not

only prevent them from multiple academic probations, but also prevent academic probation

overall. This result arises because of the fact that once they are given the knowledge and space

during this orientation, they may feel empowered and more confident walking into college rather

than anxious and uneasy. In addition, they will not only know where to go and what to do, but

they will also feel more confident to reach out and ask more questions, knowing that they are not

alone in the college transition process.

Literature Review

First-generation students have consistently faced great adversity transitioning into and,

more importantly, graduating from college given that only 40 percent of first-generation students

receive a Bachelor’s degree, compared to 55 percent of their peers whose parents attended

college. While there are certainly a number of factors affecting such outcomes, financial and

academic abilities are relatively trivial. In fact, as recent studies have shown, a significant part of

first generation students’ successes (or lack thereof) notably depend on their institutional support

or access to such support within their college settings. That is, the significance of institutional

support and assistance have been strongly correlated with that of first-generation student success.

As a result, in order to mitigate or diminish the struggles that first-generation students face and

equalize the opportunities among such students with non-first-generation students, institutional

support within college campuses must be restructured or at least be made inclusive to include

both first-generation and non-first-generation students alike.

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Sense of Belonging

While there are certainly various components that impact a student’s overall performance

in four-year institutions such as student IQ, degree of difficulty of classes, or even student health,

one subtle yet significant aspect is that of a student’s sense of belonging. Specifically, sense of

belonging is the social and academic degree of engagement of students with their respective

institutions; that is, whether or not they feel respected, accepted, or included within their

institutions (Strayhorn, 2012) through various forms of institutional practices (i.e. orientation,

availability of resources, etc.). Moreover, such sense of belonging has been linked to a number of

important consequences, including students’ “persistence in college and even their well-being”

(Supiano, 2018). That is, since students are able to “pick up signals from their schools and peers

about whether or not they belong,” such perceptions and realizations “affect their success both

inside and outside the classroom” (Blad, 2017). Thus, students who do not experience such sense

of belonging will tend to exhibit lower levels of confidence, which may lead to poorer academic

performances and lower retention rates in college institutions (i.e. higher dropout rates).

Specifically, students who are socially disadvantaged in higher education such as students of

color, low-income students, and first-generation students, experience feelings of marginalization

and alienation, which can “lead them to wonder if they belong in college” (Project for Education

Research that Scales, n.d.). As a result, first-generation students and alike are more likely to

experience and, in fact, have reported lower sense of belonging than their peers - students who

have at least one parent with a 4-year college degree (Johnson et al., 2007; Strayhorn, 2008).

Similarly, first-generation students, given their higher likelihood of experiencing lower sense of

belonging, are more likely to face “social and academic withdrawal which, in turn, leads to lower

academic achievement and persistence” than their continuing-generation counterparts (Project

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for Education Research that Scales, n.d.). According to Stephens, Fryberg, Markus, Johnson, and

Covarrubias (2012) in their article, Unseen Disadvantage: How American Universities' Focus on

Independence Undermines the Academic Performance of First-generation College Students, for

example, “first-generation students tend to struggle academically in college compared with

continuing-generation students” wherein they “generally attain lower grades, take fewer credits,

and have higher dropout rates than continuing-generation students” (p. 1190). Such lower

performances, moreover, may be attributable to the fact that first-generation students are “less

likely to engage in academic and social experiences associated with success in college” (Engle,

Bermeo, & O’Brien, 2006), given that first-generation students “view the campus environment,

particularly the faculty, as less supportive and less concerned about them” considering that they

often describe themselves as “unprepared for the isolation and alienation” upon entering college

(Engle, Bermeo, & O’Brien, 2006), a consequence that is reflected from the lack of institutional

support that first-generation students receive.

Sense of Preparedness

Another significant but more obvious factor that affect students’ academic and social

well-being is their sense of preparedness - essentially whether or not a student feels generally

prepared upon entering and transitioning into college. According to Byrd and MacDonald (2005)

in their article, Defining College Readiness from the Inside Out, for example, they argue that a

student’s “ability to navigate the [college] culture has been shown to contribute to success” (p.

7). In other words, students’ sense of preparedness or readiness, which may include general

knowledge of the college system, is a significant determinant in how well a student performs in

four-year institutions, both academically and socially. As a result, students who “often lacked the

tacit intelligence required for success in college” (Byrd & MacDonald, 2005, p. 7) were more
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likely to experience troubles and difficulties navigating the culture, which may indirectly

contribute to students’ retention rates and persistence within such institutions. While sense of

preparedness provides an abstract context in which it can affect any student from any particular

background, first-generation students are still more likely to face such lack of preparedness when

transitioning into four-year institutions. More specifically, first-generation students, given their

family’s lack of college background, are more likely to be unprepared for the college culture

compared to their continuing-generation counterparts. According to Ramos‐Sánchez and Nichols

(2007) in their article, Self‐efficacy of First‐generation and Non‐first‐generation College

Students, for example, they argue that first-generation students experience “difficulties prior to

and during their college experience leaving them vulnerable to lower academic performance and

problematic transitions as they adjust to college” (p. 3). This outcome arises from the fact that

first-generation students have parents who did not attend college and were “often unable to

provide their children with the guidance and mentoring needed” in order to succeed in college. In

addition, they reported that first-generation students “perceived themselves as less prepared,

lacked basic knowledge about post-secondary education, and worried more about financial

concerns compared to traditional college students” (Ramos‐Sánchez & Nichols, 2007, p. 3),

which may affect first-generation students’ academic and social well-being when transitioning

into college and thus increasing their likelihood of entering academic probation or even dropping

out. However, even if such first-generation students seek support from their parents (who may be

their first support-system in college), their parents are “often unable to understand FGC [first-

generation college] students’ challenges or offer practical advice because parents lack the college

experience needed to understand their children’s experiences” (Wang, 2012, p. 338), thus leading

to the same outcomes - higher rates of academic probation or even higher dropout rates. As a
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result, due to the lack of institutional support and resources that first-generation students face

(i.e. from orientation), they are more likely to enter college unprepared and thus face difficulties

and troubles navigating and transitioning into the college culture. Moreover, being unaware of

the campus resources available to them (resulting from unpreparedness accountable to the lack of

institutional support), first-generation students are more likely to seek help from their parents, of

whom are unable to provide the necessary advice because of their own lack of educational

background. Thus, first-generation students “don’t start college with the same advantages as their

C-gen [continuing-generation] peers” and thus face lower retention rates and lower persistence in

college, which, again, is attributable to the lack of institutional knowledge and support toward

first-generation students in orientation.

Best Practices

College institutions across the United States have increasingly raised awareness on the

unique challenges that their first-generation students-of-color face. These institutions have not

only raised awareness but have also implemented programs and services that cater to these

students’ needs during their transitions at their respective institutions. Some notable institutions

that advocate to a more inclusive environment for their first-generation students-of-color are

California State University, San Marcos (CSUSM), Colorado State University (CSU), and

Missouri State University (MSU). To raise awareness and improve first-generation students’

well-being, for example, CSUSM has implemented numerous programs but most notably the

Faculty Mentoring Program and the Educational Opportunity Program (EOP). On one hand, the

Factory Mentoring Program student-faculty mentoring relationships are created to “foster a

supportive environment where mentors provide guidance and encouragement to the students”

(The Best Colleges for First-Generation College Students, n.d.). This program then creates a
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support system for first-generation students in which they could rely on during certain

circumstances. On the other hand, CSUM also provides the EOP, which provides a select

number of students with various support services aimed to help them toward the goal of attaining

a college degree; these support services include EOP grants, transitional programs, a residential

summer bridge experience, mentoring and counseling services, and learning community cohorts

(The Best Colleges for First-Generation College Students, n.d.). As a result, students at CSUSM

are provided with relatively more opportunities and support systems, which may ultimately

increase first-generation student retention rates and decrease dropout rates overall. Moreover,

another institution that advocates for the increase in student equality in their campuses is MSU.

MSU does so by implementing their Jump START program, which essentially provides an

opportunity “for first-generation students who do not meet traditional freshman admission

criteria based on GPA, class rank, or test scores, to begin their college experience at MSU”

(Missouri State, n.d.). Thus, MSU provides a platform for first-generations students to thrive by

not only giving them unique opportunities, but also by providing them additional resources and

support to succeed in those opportunities. Lastly, CSU the First-Generation Award, rather than

implying a direct program that provides additional support for first-generation students. That is,

the First-Generation Award is only eligible to first-generation students and was “created to

encourage them to attend college and promote diversity within the university’s student

population” (The Best Colleges for First-Generation Students, n.d.). As a result, through this

award, first-generation students are more empowered and gain more self-confidence within

themselves to raise awareness in the struggles that they face as a community. All in all, these

three institutions implement their programs and awards to not only raise awareness on the unique

challenges that first-generation students face, but also to increase these students’ academic and
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social well-being by providing them the necessary resources to successfully transition into the

college culture.

Methodology

This study aims to analyze and determine the specific institutional factors that lead to

first-generation students’ relatively substandard academic and social performances within a four-

year private institution. That is, this study, using such analysis, aims to break down and provide

further research on how Seattle University (SU) can improve the academic and social

experiences for first-generation students-of-color in their transitions into the college culture. In

order to provide such research, moreover, personal interviews were used as the methodological

approach, given that such an approach is particularly convenient and practical for acquiring a

more personal and firsthand analysis behind the participants’ experiences. Moreover, within the

interviews, the interviewer worked directly with the participant rather than a group setting, given

that the participants will be talking about their personal experiences in which they may not feel

comfortable sharing such information with other interviewees. Thus, providing a face-to-face

interview approach, students were able to provide in-depth and authentic responses of their

experiences. Though this study aimed to target first-generation students-of-color in general, the

recruitment process randomly generated a group of participants that consisted of all first-

generation Latinx students from Seattle University.

Site Description/Selection

The selected site for this study was Seattle University, an institution that is dedicated to

“educating the whole person, to professional formation, and to empowering leaders for a just and

humane world” (Seattle University, 2018). Based on the statistics provided by Seattle University,

approximately 54 percent of the undergraduate students were White or Caucasian, making the 46
FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 12

percent of students-of-color, and perhaps first-generation students, as an underrepresented

student body within the school. Thus, given such statistics, Seattle University provides a

relatively insignificant support system for first-generation students-of-color compared to that

received by their peers. As a result, my participant group consisted of five participants, all of

whom identified as first-generation Latinx students in which four identified as female, while one

identified as male. In addition, the participants were also Sophomore and Junior undergraduate

students at Seattle University. All in all, my participant group provided an appropriate

representation of the underrepresented first-generation students-of-color body within Seattle

University.

Sample Selection and Outreach

Analysis and discussion of this study critically depends on the recruitment of

undergraduate students who are able to identify themselves as being first-generation students-of-

color who have particularly struggled academically and socially as they transitioned into the

Seattle University culture. In other words, a criteria in which students must meet in order to

produce significant research and results includes: (1) identified as a first-generation student - or

students whose parent(s) or guardian(s) do not have a four-year college education; (2) identified

as an undergraduate student-of-color; (3) categorized as a low performing student by Seattle

University (i.e. college students who had a GPA below a 2.5 for at least one quarter); and (4) be

comfortable with speaking about their academic and social experiences in their transitions to

Seattle University. In order to begin recruitment of individuals, the Pre-Major Advising Center

and the School of Arts & Sciences were selected as two departments where a significant number

of student leaders provide assistance and advising to first-generation students in their transitions

to the college culture. Moreover, in order to recruit student participants, a snowball sampling
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technique was used in which students who met the minimum criteria above (as information

approved and provided by the Pre-Major Advising Center and the School of Arts & Sciences),

were contacted via email. Though the snowball sampling method may provide bias wherein it

“reduces the likelihood that the sample will represent a good cross section from the population,”

such a bias may be necessary in order to provide meaningful and useful results to represent the

first-generation student-of-color body within Seattle University.

Data Collection

A qualitative interview was used for this study in order to capture the experiences of first-

generation students-of-color at Seattle University. Once students who met the minimum criteria

showed their interest in the study (i.e. by responding to the general email sent beforehand), they

were contacted via email which indicated the purpose and details of the study. Those who

continued to show their interest in the study replied to the email, setting up a face-to-face

interview which specified that it would take no longer than 60 minutes. Before starting the

interview, the participants were asked to complete a voluntary demographic form or survey

(Appendix A); in addition, they were also provided a copy of the interview questions for them to

take a brief first-look. Moreover, the students were clearly informed and the survey clearly stated

that all such questions, including the interview as a whole, are voluntary wherein participants

were not required to answer any questions and were free to exit at any point during the interview.

Prior to the interview, all participants were also asked permission to record the interviews in such

a confidential manner wherein anonymity would be ensured through the use of pseudonyms.

Lastly, before the interview process began, all instruments and protocols were peer reviewed by

faculty and staff before being used in order to ensure proper ethics were being practiced. As the

interviews began, five face-to-face interviews were conducted, which included nine interview
FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 14

questions based on Orientation Experience, Academic Experiences, and Recommendations

(Appendix B). Such individual interviews are relatively effective given that they “allow the

researcher to direct interview questions around the research question and allow the interviewees

to respond openly and provide historical information” (Creswell, 2014), thus providing thorough

and in-depth responses and results. Moreover, to begin the discussion, all interviews began with

introductory questions such as general questions regarding why they chose Seattle University.

The interviews then continued to discuss orientation and academic experiences at Seattle

University as first-generation students-of-color, and students who have been identified as low

performing students by Seattle University as well. Lastly, participants were given the chance at

the end of the interview to add any additional information that were not discussed in the

interview and any additional comments and recommendations on how to better support the first-

generation student-of-color population at Seattle University.

Data Analysis

Once the interviews were concluded, the data (student responses) was analyzed and

encoded in such a manner that would be suitable for the analysis of this study. That is, the

qualitative data from the transcriptions of each of the individual interviews was coded based on

Tesch’s Eight Steps in the Coding Process, which states that the researcher must “review all of

the data, make sense of it, and organize it into categories or themes that cut across all of the data

sourceless” in order to generate significant and useful results in the long-run (Creswell, 2014).

To begin with, the transcriptions were read meticulously to gain a better and thorough

understanding of the experiences and perspectives of the first-generation student-of-color

participants. Within such transcriptions, a variety of major patterns and trends were recognized

and coded, which helped create a basis for this study and generate themes for present and future
FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 15

research. Moreover, each transcription was given a second look to examine the specific quotes

that confirm the themes found in the study. Such themes, then, acted as the representative

perspectives of first-generation students-of-color, of whom were also identified as low

performing students, within Seattle University. In addition, a thorough and strong body of

literature review, along with the findings from the interviews (supported by quotes from multiple

participants), confirmed the objective that this study is aiming to reach. In other words, the

themes found in the interviews, along with the literature review, provided a perspective in which

Seattle University can utilize to better support first-generation student-of-color and more

effectively meet their needs and supply them with the resources necessary to succeed in college.

Findings

After analyzing the interviews in this study, several themes and patterns emerge that were

consistent with the literature discussed. In addition, the interviews also provided ample and

significant insight to the experiences and perspectives that first-generation students-of-color face

at Seattle University. In particular, using the quotes from the interviews, the findings revealed

that first-generation students-of-color reported feelings of marginalization wherein they reported

lack of institutional support, lower sense of belonging and self-confidence, and insufficient

familial support at Seattle University.

General Institutional Support

Since campus support and resources are without a doubt significant factors in the success

of students’ transitions in college, both academically and socially, it is crucial to provide students

with an inclusive support system within the campus community. The participants in this study -

first-generation students-of-color - however, felt that Seattle University lacked the inclusive

support system necessary for them to succeed on and off campus. Given that first-generation
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students-of-color constitute the minority student body at Seattle University, participants felt as if

the institutional support provided was better suited for their continuing-generation peers. One of

the participants, Jenette, for example, stated that: “Transitioning into Seattle U was very hard for

me because I had to go to the financial aid office every single week and they would need another

document on top of more documents.” Moreover, she stated that “they ended up taking away a

grant from me because I no longer met the requirements,” which reflects the frustrations and lack

of institutional support - since she did not have the institutional knowledge or support to help her

through the financial aid process - that first-generation students-of-color face within the campus.

Moreover, Nancy, another participant in this study, claimed that she, along with the first-

generation student body as a whole, lack the feeling of support wherein she stated: “I do not feel

supported by advisors on this campus both financial and academic advisors,” and Jasmine,

another participant in the study added, “I spent almost every day in the financial services office

because they needed some documents and I almost lost all my aid. It was so stressful and I was

worried about what would happen if I lost it because I wouldn't like be able to finish school.”

That is, Jenette and Jasmine pointed out the lack of support they received academically and

financially, which ultimately affected their academic and social well-being because of the added

stress they had to endure. Such struggles, however, could have been avoided if they both

received the sufficient institutional help to get through their respective circumstances. Although

the participants did receive support from faculty, all of them reported that they received most of

their support, if not all, from a specific department in the School of Arts and Sciences. Andrew,

for example, reported that “That’s where I felt support from and my professors would actually

make me feel like I belong.” Jenette also stated that “I can connect a lot with the professors there

and they have been very understanding and try to motivate us. They push us to continue our
FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 17

education and keep going.” Outside of this department in the School of Arts and Sciences,

however, the participants did not receive the same support from their other professors and other

faculty members. Jenette, for instance, felt and stated that “In my current major, there are no

professors that look like me. Or can understand what I struggle with.” Nancy then adds to this

point and felt that “the school needs to hire people that represents their students in departments

like business and engineering.” As a result, while the participants did receive support from a

specific department, they did not receive any support elsewhere given that other faculty members

may not have understood the struggles that first-generation students-of-color face within such

institutions. Thus, with such lack of institutional support, students were less likely to succeed on

and off campus compared to their continuing-generation peers.

Sense of Belonging and Self-Confidence

While institutional support is certainly a significant factor in college success, sense of

belonging and self-confidence are equally important as well. Such sense of belonging and self-

confidence are closely tied with students’ academic and social confidence, which may affect

their success on and off campus. The participants in this study, however, felt the lack of

belonging and self-confidence transitioning into college, which may be tied to the lack of

resources provided to them within the college campus. The participants, moreover, reported that

the Seattle University system is designed for their continuing-generation peers, students who

have prior knowledge of the college system, given their educational backgrounds from their

parents. “Coming to Seattle University, I struggled academically,” Jenette had said, “I did not

feel ready. I don’t know if I am doing something wrong or why it was hard for me.” Moreover,

feeling unsupported by the financial and academic advisors on campus, she adds that “They

expect us to know what we are doing, I don’t even feel like asking them questions after that
FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 18

because their tone with me makes me feel like I am not good enough.” As a result, Jenette, along

with the other participants, often felt confusion, lack of belonging and self-confidence in the

college transition. To add onto such experiences, Andrew, after an appointment with an

academic advisor, felt trapped and lost wherein he reflected after the appointment: “I barely

spoke and was so disappointed and felt more lost because I didn't know who to talk to anymore;”

He then adds “I don’t usually tell anyone I am a first generation student because I don’t want

people to think I am not good enough.” Ashley also felt similar troubles wherein she reported

that “I feel like I’m always behind or I am missing something. I would ask myself what am I

doing wrong and I still haven't figured it out.” Thus, the participants often felt lost, not knowing

where to go or what to do next. Such lack of sense of direction may be due to the institutional

support that is better suited for continuing-generation students, rather than first-generation

students-of-color. As a result, the participants reported feelings of confusion and stress

navigating through the college system; they also experienced lack of sense of belonging and

lower self-confidence, which may, in turn, lead to the substandard performances academically

and socially of first-generation students-of-color at Seattle University.

Familial Support

Participants also reported struggles with their parents during orientation wherein they felt

that Seattle University did not provide the inclusive resources necessary for the parents of first-

generation students-of-color. During orientation and being the first of her siblings to go to

college, for example, Nancy recalls that she felt scared, not knowing what to expect for her

parents; she had said, “I was scared that they would get lost on campus because of the language

barrier.” Jenette also faced similar worries during orientation wherein she said, “I was constantly

checking up on my dad at orientation to make sure he was following the people with the red
FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 19

shirts because this is new for the both of us.” Outside of orientation, moreover, the participants

also faced transition challenges with their families since their parents did not understand what

they were going through as first-generation students-of-color, and thus were unable to provide

useful advice for their kids. Jasmine had stated, for instance, “I had to make all the decisions on

my own because my parents did not know what college was.” She added that, “But I always

thought that it would get easier like I would have help once I got to college. That wasn’t the case

though and I feel like I still am by myself.” Nancy also echoed such thoughts wherein she felt as

if her parents did not see her struggles on and off campus, stating: “Many parents do not know

what college looks like since they have never gone through it. When I would get homesick, I

would never tell my mom because I didn't want her to worry about me so I just kept it in.”

Ashley also added that “My parents didn’t get it. When I would be stressed out, I couldn’t talk to

them because they would just tell me that I need to work harder.” Thus, due to the lack of

institutional support provided to parents during orientation and after orientation, first-generation

students-of-color’s parents are relatively unaware of the struggles and expectations that students

face in their transitions in college. That is, since such students’ parents lack the college

background, they are less likely to understand the struggles and expectations that their first-

generation kids face in college. As a result, their parents lack such understanding, first-

generation students face a barrier between them and their parents, making their parents

unreachable in times when they need emotional, academic, or financial support in college.

Implications

Faculty/Staff Awareness

The findings indicated that first-generation students-of-color were not receiving adequate

institutional support from faculty and staff (e.g. professors, academic advisors, and financial aid
FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 20

advisors) at Seattle University. That is, faculty, staff, and the institution as a whole are better

suited for continuing-generation students since they are still “structured, internally, as

[Predominantly White Institutions] PWIs because that is the population they originally serve”

(Lopez, 2016, p. 11). Such bias then affects first-generation students-of-color and their ability to

succeed, academically and socially, given that resources and support geared toward their success

are lacking or nowhere to be found within such institutions. To mitigate or eliminate such

struggles faced by first-generation students-of-color, it is recommended that institutions should

“promote faculty awareness and understanding of the challenges that students encounter when

entering college” (Elkins, Braxton, & James, 2000, p. 264) by implementing and providing

various workshops and training throughout each school-year. Increasing such institutional

support and awareness may, in turn, improve the well-being and academic and social

performances of first-generation students-of-color on and off campus. The findings also revealed

that such students received a bulk of their support from faculty who were persons-of-color such

as from the Spanish Department. As studies have shown, minorities or marginalized groups such

as first-generation students-of-color “have value but we do not see it as value because it is not

the norm (white, upper and middle class)” (Yosso, 2005), which again may ultimately affect

student success in Seattle University and other institutions. Thus, it is essential for faculty and

staff members to become more knowledgeable on how to better suit the needs of first-generation

students-of-color so that “students are not grouped as just one, but instead as individuals within

the group” (Lopez, 2016, p. 15).

First-Year Transition Programs

The findings also revealed that first-generation students-of-color felt lower sense of

belonging and self-confidence in their transitions into the Seattle University culture. In
FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 21

particular, such students, because of their lack of institutional knowledge around the campus (i.e.

unawareness of campus resources available to them), struggled to navigate through the college

culture and thus felt like they did not belong and experienced lower self-confidence within

themselves. As a result, persistence during the initial stages of college for students is particularly

important given that “approximately three-fourth all dropouts leave at some time during their

first year” (Elkins, Braxton, James, 2000, p. 251). Thus, it is recommended that institutions

provide first-generation students-of-color general workshops during the first fall term that focus

on informing them the available resources on and off campus (e.g. financial aid, academic

advising, counseling) that they can utilize during general or specific circumstances (i.e. academic

probation). Such workshops can also educate these students on what to expect in their transitions

to the collegiate life, which may in turn give them boosts of self-confidence and even a greater

sense of belonging, knowing that they are not alone. The goal of these workshops is to increase

the self-confidence and sense of belonging of first-generation students-of-color by increasing

their institutional knowledge, which may decrease their institutional departure and lower their

dropout rates overall.

Family Contributions and Involvements

In addition to raising faculty awareness and providing student workshops, the findings

also revealed that first-generation students-of-color did not receive sufficient family support and

contribution during their transitions at Seattle University. This outcome arises because of their

parents’ lack of college background and institutional knowledge and from the lack of

institutional communication between the students and their parents. As a result, first-generation

students-of-color, in addition to the lack of institutional and faculty support, also experience

insufficient support from their parents, which may affect their overall well-being and
FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 22

performances academically and socially at Seattle University. To bridge the institutional

knowledge gap between students and parents, it is recommended that institutions provide a

gateway or platform to help and educate parents of the expectations that their first-generation

students face. According to Elkins, Braxton, and James (2000), for example, “systematic

communication with parents such as through newsletters, can give parents an understanding of

the important role they play in student’s success” (p. 264). Given such platforms and

understanding the expectations that first-generation students-of-color face, parents may increase

their involvements in their kids’ collegiate lives and may in turn help better their academic and

social well-being at Seattle University.

Recommendations for Future Research

Though the findings have provided great insight to the experiences of first generation

students of color at Seattle University, this study has the potential to expand on first generation

students of color and their academic, cultural, transitional experiences in college. Further

research may be improved by including a broader pool of students, faculty, and staff. For

example, the study can be bettered by utilizing a gender-inclusive pool of students since the

participants were comprised of four females and one male and including faculty and staff of

color whom are first generation. Thus, by providing generating a more diverse pool of student

sample from a wide range of student populations in future research, it may provide more accurate

results and findings that may better reflect the first-generation student-of-color population as a

whole. Furthermore, in order to provide a more inclusive environment and improve student

equality at Seattle University, the next section discusses detailed action plans and a timeline to

achieve such goals.

FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 23

Proposed Action Plan and Timeline

Following the recommendations discussed in the implications and findings sections, an

action plan was proposed and created to elaborate on such recommendations. In other words, an

action plan was created in order to develop firsthand programs that addresses the

recommendations suggested from the implications and findings. This action plan is focused on

ways in which Seattle University can work on building a more inclusive environment and

provide additional support toward first-generation students-of-color. It does so by establishing a

two-year action plan that involves collaboration with campus partners such as faculty and staff

and by creating and developing new and existing programs within the campus. A detailed

timeline can be found within Appendix C.

Trainings for Faculty and Staff

Prior to the start of each school-year, mandatory trainings are to be held for all faculty

and staff, including both new and current university officials. These trainings are held every year

given that student populations constantly change and thus entail different challenges year in and

year out. Moreover, these trainings are intended to educate faculty and staff to provide a better

understanding of the first-generation student-of-color population at Seattle University. More

specifically, since such students are relatively undervalued and unsupported within the

institution, these trainings will primarily focus on educating professors, financial aid advisors

and academic advisors, and other school officials on multicultural competency and current

student issues to better suit and support the underrepresented students on the campus. Not only

will these trainings keep people accountable, it will also help cross campus partnerships grow,

which will ultimately spread awareness to such trainings and thus help improve the overall well-

being of first-generation students-of-color at Seattle University and other institutions as well. In

FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 24

order to push such trainings through, however, collaborations with various campus organizations

such as the Office of Multicultural affairs, Outreach Center, Student Affairs Department, and the

Academic Affairs Department. That is, to lead such advocacy toward helping minorities and

marginalized students, various campus organizations must use their platforms to implement these

trainings and thus create a more inclusive environment for these students at Seattle University.

First-Year Transition Workshops

In addition to the faculty and staff trainings, a series of student-led workshops can also be

offered during the first five weeks of the fall term. These workshops will be available to all first-

generation students-of-color but will be advertised to all first-year students in general as they

navigate through their respective transition quarters. The workshops will be offered once a week

and each week will focus on different and specific topics such as financial literacy, career

exploration, time management, government benefits (i.e. food stamps) and other additional

information that may help ease student transitions on and off campus. To figure out which topics

to discuss each week, a voluntary survey could be distributed during summer orientation to

determine what students are most curious about going into college; the workshops will then be

based off the results from these surveys. An alternative way to organize the workshop topics

would be based on important university dates and deadlines. For example, during and around

FAFSA application season, a financial literacy workshop may be held in order to inform students

of the resources available to them when filing and submitting FAFSA applications before the

deadlines. To provide more in-depth and thorough discussions, such financial literacy workshops

could be hosted with multiple campus partners such as financial services, which could provide

financial aid advisors to speak and attend these workshops. Having guest speakers from various

campus partners could also benefit students in the long-run since these in-person interactions
FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 25

during the workshops may generate relationships in which students can rely on and see as a

support system on campus. While this financial literacy workshop focuses on financial-related

issues specifically, other workshops can take on a similar path in implementing different issues

that first-generation students-of-color struggle with in their transitions at Seattle University.

Family Involvement Opportunities

Orientation provides a variety of workshops and breakout sessions for parents and

families of incoming students. After orientation, however, Seattle University does little to

provide sufficient platforms for parents and families to stay engaged with the University, even

though familial support plays a significant factor in students’ well-beings. In collaboration with

the Outreach Center that supports first-generation students and the Parent and Family

Engagement Office, an online newsletter can be sent to the parents or families of first-generation

students to provide an update on what is happening on campus, which could provide a general

insight on the well-being of their students. While campus visitations are undoubtedly important,

these visitations are often unrealistic and impractical given its high money and time costs.

Newsletters, on the other hand, can be a relatively easy and cheap way to get parents and

families of students involved by making them feel a part of the Seattle University community

from the start of their kids’ journey until their graduation.

Conclusion

All in all, this study aims to provide further research and conclusions on the unique

struggles that first-generation students face within four-year institutions. These struggles in turn

affect their overall academic and social well-being, which may ultimately result in lower

retention rates and higher dropout rates among these students. Thus, after conducting interviews

from a pool of first-generation students-of-color who were considered low performing by Seattle
FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 26

University, it was found that the students felt a lack of institutional support, lower sense of

belonging and self-confidence, and insufficient familial support in their transitions to the college

culture. As a result, several implications, recommendations, and action plans were suggested in

order to mitigate or eliminate such struggles that these students face. Those action plans included

raising multicultural awareness among faculty and staff, increasing institutional knowledge

among first-generation students, and increasing parent and family involvements within the

campus culture - all of which an attempt to minimize and reduce the struggles that first-

generation students-of-color face and decrease the likelihood of dropout rates among them.

Reflection

I have had the opportunity to reflect on my growth and improvement throughout this

spring quarter. To provide a transparent journey through my project, I have chosen to focus my

reflection on the following sections: strengths, limitations, researcher role, professional role, and

social justice.

Strengths

Although I have never done this type of research, I believe some of my strengths in the

research project included interviewing students, analyzing the data, and being flexible during the

course of the project, that is, I ensured that the interviews got scheduled immediately. I also

stayed on my timeline in terms of interviews and analyzing the data, which made my project

move very smoothly. I also found analyzing the data something I enjoyed, which also made the

overall workload lighter and simpler to accomplish. Overall, I feel like my confidence has grown

tremendously after this project; whereas prior to it, I was relatively doubtful that I could

complete all the different components of the research on time and successfully.

Limitations
FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 27

While this study presented several strengths, there were still certainly weaknesses that

posed challenges throughout the research. Moreover, being a first-generation student-of-color

who struggled transitioning from orientation to the collegiate life and who also struggled

academically and socially at my undergraduate institution, I felt that I was too close to the

experiences of this student population. I am passionate about this topic and at first, I was too

consumed with my own experience and assuming that the students I interview, will have had the

experiences as me. However, throughout this research project, and reading Creswell’s (2014), I

learned how to place my experiences in the back in order to prevent assumptions about their

journeys being like mine throughout the research.

Researcher

Having very little background in research, this project pushed me out of my comfort zone

and really challenged me on many things. One of the biggest challenges was developing a

structure and an outline and it changing multiple times. What I expected was that I would create

a structure and an outline and everything would flow smoothly from there. I was hoping to

follow this outline step by step and have no problems getting to my end goal and answering my

initial research question. However, not only did my structure and outline change multiple times,

but so did many other things as I continued moving through the project. Overall, I learned the

importance of qualitative research and how important data is to be able to make any change on

campuses.

Professional

In addition to being a graduate student, I also work part-time in higher education. This

project experience has given me an incredible opportunity to do research that is so important in

higher education. Looking at our field, it is not common for folks to continue doing research
FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 28

once they are no longer in school. This project however, has emphasized the importance of data

and how it can be used to help build strong initiatives and proposals on campus. I also think that

as a professional who works with students that may be first generation students of color, the

amount of research I have done has opened my mind to all that is out there. This has motivated

me to potentially extend this research as it has so much potential to expand.

Social Justice

The education system is built for privileged folks which means the systemic issues that

lie in higher education need to be broken down in order to support the marginalized students that

institutions serve. This research project confirmed my passion to advocate for first generation

student resources, especially for those that are students of color. Through this project, I also

reflected about which marginalized voices are missing when we are talking about student

resources. As a first-generation student of color, I am well aware of the barriers that students

face. Therefore, I will continue to expand my research as I know there is so much more work to

be done to prove that first generation students need the support and resources in order to

transition to college and stay in college.

FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 29

References

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Retrieved from https://www.edweek.org/ew/articles/2017/06/21/students-sense-of-

belonging-what-the-research.html

Byrd, K. L., & MacDonald, G. (2005). Defining college readiness from the inside out:

First-generation college student perspectives. Community College Review, 33(1), 22-37.

Creswell, J. W. (2014). A concise introduction to mixed methods research. Sage Publications.

Elkins, S. A., Braxton, J. M., & James, G. W. (2000). Tinto's separation stage and its influence

On first-semester college student persistence. Research in higher education, 41(2), 251-

268.

Engle, J., Bermeo, A., & O'Brien, C. (2006). Straight from the Source: What Works for

First-Generation College Students. Pell Institute for the Study of Opportunity in Higher

Education.

Hurtado, S. (1992). The campus racial climate: Contexts of conflict. The Journal of Higher

Education, 63(5), 539-569.

Lopez, K. (2016). Identifying Best Practices to Increase Latino Student Enrollment and

Retention at Non-Hispanic Serving Institutions.

Jump START. (n.d.). Missouri State: The Academic Advisement Center. Retrieved from

https://www.missouristate.edu/advising/jumpstart.htm

Project for Education Research that Scales. (n.d.). Social-Belonging for College Students.

Retrieved from https://www.perts.net/orientation/cb

Ramos‐Sánchez, L., & Nichols, L. (2007). Self‐efficacy of first‐generation and

FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 30

non‐first‐generation college students: The relationship with academic performance and

college adjustment. Journal of College Counseling, 10(1), 6-18.

Sense of Belonging in the College Classroom. (n.d.). The Ohio State University. Retrieved from

https://ucat.osu.edu/bookshelf/teaching-topics/shaping-a-positive-learning-

environment/sense-of-belonging-in-the-college-classroom/

Somers, P., Woodhouse, S. R., & Cofer Sr, J. E. (2004). Pushing the boulder uphill: The

persistence of first-generation college students. Naspa Journal, 41(3), 418-435.

Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012).

Unseen disadvantage: how American universities' focus on independence undermines the

academic performance of first-generation college students. Journal of personality and

social psychology, 102(6), 1178.

Strayhorn, T. L. (2012). College students' sense of belonging: A key to educational success

for all students. Routledge.

Supiano, B. (2018). How Colleges Can Cultivate Students' Sense of Belonging. The Chronicle of

Higher Education. Retrieved from https://www.chronicle.com/article/How-Colleges-

Can-Cultivate/243123

The Best Colleges. (n.d.). The Best Colleges for First-Generation College Students. Retrieved

from https://www.thebestcolleges.org/the-best-colleges-for-first-generation-college-

students/

Wang, T. R. (2012). Understanding the memorable messages first-generation college students

receive from on-campus mentors. Communication Education, 61(4), 335-357.

Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community

cultural wealth. Race, Ethnicity and Education, Vol 8, No. 1, pp 69-91.

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Zinshteyn, M. (2016). How to Help First-Generation Students Succeed. The Atlantic. Retrieved

from https://www.theatlantic.com/education/archive/2016/03/how-to-help-first-

generation-students-succeed/473502/
FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 32

APPENDIX A

Demographic Questionnaire

Name:

Pseudonym: ______________________________

Race/Ethnicity (Circle all that

apply) Asian/Asian-American

Black/African American

Hispanic

Latino/a

Native American

White

Multi-Racial

If none of these, please specify:

Gender (Circle all that apply):

Male

Femal

Intersex (Transgender)

___________________

Prefer Not to Answer

Preferred Pronouns (Circle all that apply):

FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 33

APPENDIX A (cont’d)
He/Him/His

She/Her/Hers

They/Them/Their

Other (please specify)

Class Standing (Circle all that apply):

First Year Student

Second Year Student

Third Year Student

Fourth Year Student

Fifth Year Student

Previous High-School:
In-State Public
In-State Private
Out-of-State Public
Out-of-State Private
International
Other: ________

Are you a transfer student? Yes or No

Do you currently work on campus or off campus? Yes or No

How many hours per week do you work? ___________

Are you currently involved in student organizations or activities? Yes or No

FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 34

APPENDIX B

Interview Protocols

The interview will consist of 9 questions and will last no longer than 60 minutes. I will record
the conversation on my phone to ensure I record your responses accurately. I will be the only
person with access to the tape recording and it will be erased as soon as it is transcribed. To
ensure confidentiality during this process, I ask that you select a pseudonym that will be used
today, as well as in my final report so that your real name is not be identified verbally or in any
written documents. Moreover, to guarantee such confidentiality, I will be the only individual
who will have access to the data, which I may use for empirical evidence in subsequent research
purposes. [EY1] Lastly, a transcription of this interview can be made available upon your request
and that all questions included in this interview are voluntary. That is, you are not required to
any of the questions and that you can exit the interview at any point; your participation (or lack
thereof) will not impact your relationship with SU.

Interview Questions (Students):

Introduction:

1. Why did you choose Seattle University?

2. What does your support network look like here at SU?

3. What are some of the challenges you have come across as a first-generation student, as
defined in this interview?

Probes: resources you wish you knew about sooner, types of support you want or would have
wanted

Orientation Experience:

4. Thinking back to your orientation experience at SU, in what ways did orientation
influence your SU experience up to this point?

5. In what ways can SU Orientation better support first-generation students of color

Probe: What would you have wanted to know coming into SU as first gen student of color?

Academic Experience: (questions focused on probation/low performing)

6. What are factors that you believe contribute to your academic standing at Seattle
University?

7. What resources or support could have helped you succeed academically at SU?
Probes: financial aid, orientation, faculty & staff, navigating college
FIRST-GENERATION STUDENTS IN HIGHER EDUCATION 35

APPENDIX B (cont’d)

Recommendations:

8. What recommendations would you give to the Seattle University Orientation Program to better
support first-generation students? In other words, in what ways can SU help first-generation
students and you transition to college beginning at Orientation?

9. Are there any questions or areas I did not ask about that you think would be relevant first-
generation students of color on this campus?