ASIAN COLLEGE OF TECHNOLOGY

SENIOR HIGH SCHOOL

Talisay City

Bridging the Gap: Overcoming Challenges as a First Generation

College Student

A Research Paper
Presented to
Ms. Laarni L. Cabanig

In Partial Fulfillment
For the Requirements in
Research 1

By:

Joshua Daan

Marvin Saranillo

Nicaella Banga

Wisma Siddik

Wryle Cezanne Llenos

Zeya Pañares
 Chapter I

Introduction to the Study

1.1 Background of the Study

Navigating the landscape of higher education presents unique challenges

for first-generation college students—those who are the first in their families to

attend college. These students often face a myriad of obstacles, including a lack

of familial guidance, financial constraints, and the pressures of balancing

academic responsibilities with personal and family obligations. The experience of

being a first- generation college student is not just about academic achievement;

it also involves a significant adjustment to a new social and cultural environment

that can be drastically different from their backgrounds.

Research has highlighted several factors that impact the success and well-

being of first-generation college students. According to Stephens, Fryberg,

Markus, Johnson, and Covarrubias (2012), “first-generation students often

struggle with feelings of isolation and the pressure to bridge their home and

school cultures, which can affect their academic performance and mental health.”

Furthermore, the support systems and coping strategies available to these

students can significantly influence their ability to succeed in college.

In line with these findings, the current study aims to explore the various

challenges that first-generation college students encounter and how they navigate

these hurdles. This study focuses on understanding the personal, academic, and

social experiences of these students, and it seeks to identify effective strategies

that can support them in their journey through higher education.

Additionally, the study considers the role of institutional support and how
colleges and universities can better serve first-generation students. Terenzini,

Springer, Yaeger, Pascarella, and Nora (1996) emphasize that “institutional

commitment to providing resources and creating an inclusive environment is

crucial for the success of first-generation college students.” By examining the

effectiveness of existing programs and identifying gaps, this research aims to

contribute to the development of more comprehensive support systems.

Ultimately, this study aims to provide valuable insights for educators,

administrators, and policymakers to help bridge the gap for first-generation

college students, ensuring that they have the tools and resources needed to

succeed in their academic and personal lives.

1.2 Statement of the Problem

This study aims to explore the challenges and strategies for overcoming

obstacles faced by first-generation college students.

Specifically, this study seeks to answer the following questions:

1. What are the primary academic challenges (e.g., understanding course

material, time management) and social challenges (e.g., building peer

relationships, participating in campus activities) experienced by first-generation

college students?

2. What factors (e.g., family support, financial stability, access to academic

resources) contribute to the success or difficulties of first-generation college

students in higher education?

3. What specific improvements can be made to institutional policies and support

programs to better assist first-generation college students in achieving their

academic goals?
1.4 Significance of the Study

This study may benefit the following people:

This study can raise awareness within educational institutions about the

unique challenges faced by first-generation college students. By understanding

these challenges, schools and colleges can develop targeted support systems,

programs, and policies that facilitate smoother transitions and better academic

and social integration for these students.

Administrators and Educators. This study can assist administrators and

educators in adopting more effective teaching strategies and support mechanisms

tailored to the needs of first-generation college students. By gaining insights into

their specific struggles, educators can create a more inclusive and supportive

learning environment that fosters academic success and personal growth.

Parents and Families. This study can help parents and families of first-

generation college students understand the obstacles their children face in higher

education. By becoming more aware of these challenges, families can provide

better emotional and motivational support, helping their children navigate the

complexities of college life more effectively.

First-Generation College Students. This study is particularly beneficial

for first-generation college students themselves. By highlighting the common

challenges and potential solutions, the study can empower these students with

strategies to overcome obstacles, build resilience, and achieve their academic

and personal goals.

Future Researchers. This study is advantageous to future researchers as

it provides comprehensive data and insights into the experiences of first-

generation college students. It lays a foundation for further research on related

topics and offers substantial findings and methodologies that can be adapted to

explore other aspects of the first-generation student experience or different

demographics.
1.5 Definition of Terms

First Generation College Student: refers to a student who is the first in their

immediate family to attend college. This definition often includes students whose

parents did not complete a four-year college degree (source: studentaid.ed.gov,

2023).

In this study, first-generation college student referred to students who are the first

in their family to pursue higher education at the college level.

Bridging the Gap: refers to taking actions to overcome differences or barriers

between two groups or situations (source: merriam-webster.com, 2020).

In this study, bridging the gap referred to the strategies and efforts made by first-

generation college students to overcome the challenges they face in their

academic and social environments.

Challenges: refers to difficulties or obstacles that need to be overcome, often

requiring significant effort and perseverance (source:

oxfordlearnersdictionaries.com, 2019).

In this study, challenges referred to the academic, financial, social, and emotional

obstacles encountered by first-generation college students.

Overcoming: refers to succeeding in dealing with a problem or difficulty (source:

cambridge.org, 2020).

In this study, overcoming referred to the process by which first-generation college

students manage to deal with and succeed despite the challenges they face.

Support Systems: refers to networks of people, organizations, and resources

that provide assistance and support to individuals (source:

dictionary.cambridge.org, 2020).

In this study, support systems referred to the family, friends, mentors, academic

resources, and institutional programs that aid first-generation college students in

their college journey.

Resilience: refers to the ability to recover quickly from difficulties or setbacks

(source: merriam-webster.com, 2019).

In this study, resilience referred to the capacity of first-generation college

students to persist and succeed despite the challenges they encounter.

College Experience: refers to the various academic, social, and personal

experiences that students have while attending college (source:

yourdictionary.com, 2018).

In this study, the college experience referred to the overall experience of first-

generation college students, including their interactions, learning, and personal

growth during their time in college.

1.6 Scope and Delimitation

This study focuses on the experiences and challenges of first-generation

college students. It aims to understand the obstacles they face, identify strategies

for overcoming them, and uncover support systems that contribute to their

success. The researchers used purposive sampling to select 10 diverse first-

generation college students from various academic disciplines. Purposive

sampling was chosen to ensure that participants had a range of experiences and

backgrounds, providing a comprehensive understanding of the issues faced by

first-generation students. The criteria for selecting these students included factors

such as
academic performance, involvement in campus activities, and demographic

diversity (e.g., gender, ethnicity, socioeconomic status).

The study is limited to first-generation college students, and its findings

may not be generalizable to other populations or educational settings.

Additionally, the small sample size of 10 students may limit the breadth of

experiences captured. However, the in-depth, semi-structured interviews

conducted with these students provide rich, qualitative data that offer valuable

insights into their unique challenges and successes. These limitations are

acknowledged, and future research could expand on this study by including a

larger and more diverse sample to enhance the generalizability of the findings.
 Chapter II

Review of Related Literature

Local Studies

Lopez et al. (2021) According to a few research, pupils who have poor

levels of academic drive and self-efficacy set lower goals for themselves.

Academic self- efficacy is another strong indicator of a student's functional

performance on an assignment (Lopez et al., 2021).

Pagulayan at al. ( 2021) stated that the students' weekly stipend and the

parents' monthly income demonstrate their financial difficulties. The financial

situation of the respondents' families is in line with the findings of the report,

which notes that the Philippines has a far higher rate of poverty than any of its

ASEAN neighbors [56] and that this rate of increase is still problematic [57, 58].

Buenavista, T.L. (2009) stated that second-generation college students have it

easier because their parents were college graduates, they have access to

resources, and their parents may help them with the application process and even

the actual college experience (Buenavista, 2021).

Filipino parents value education as one of the most important legacies they

can impart to their children. They believe that having a better education opens

opportunities that would ensure a good future and eventually lift them out of

poverty. Thus, they are willing to make enormous sacrifices to send their children

to school (Dolan 1991, De Dios 1995, LaRocque 2004).

The program of Ghazzawi, I.A. and Jagannathan, C. (2011) aims to make

college accessible to all students, regardless of how far-fetched their dream may
seem. It does this by providing students with a taste of college life and study

through a residence hall stay, focused extracurricular activities, and business

classes taught by the University's undergraduate and graduate business faculty

(Ghazzawi, I.A. & Jagannathan, C. 2011).

Foreign Literature

Smith (2018) conducted a qualitative inquiry into the experiences of first-

generation college students, uncovering their unique challenges and coping

strategies. The study emphasizes the importance of tailored support programs to

address their specific needs. Key themes identified include socioeconomic

barriers, academic preparedness, and the impact of mentorship.

Gomez (2017) conducted interviews and focus groups with first-generation

college students, revealing their unique challenges in academic, social, and

financial aspects. The study highlights the need to understand and address these

challenges to support their success. It underscores the importance of community

programs and family expectations in shaping their college experience.

Chua (2018) explores the academic journey of first-generation college students

and identifies barriers they face. The study emphasizes the importance of

identifying and providing resources tailored to their needs to enhance their

academic success. It discusses the role of academic preparedness and

institutional support in overcoming these barriers.

According to Tan (2019), understanding the unique challenges of first-

generation college students is crucial. The study investigates available resources

that can support their success, shedding light on effective strategies for

academic, social, and financial support. It highlights the significance of

mentorship and tailored support programs in fostering their academic and

personal growth.

According to Michael J. Stebleton and Krista M. Soria (2011), first-

generation students are more likely than non-first-generation students to face

certain challenges that jeopardize their academic progress. The following items

show the greatest differences: competing job responsibilities; competing family

responsibilities; inadequate study skills; weak math and English skills; and feeling

unhappy, anxious, or upset. Therefore, when it comes to first-generation students'

academic success in higher education, these factors are more likely to have a

negative impact on them than on non-first-generation students (Michael J.

Stebleton & Krista M. Soria, 2011).

Synthesis

The reviewed literature collectively underscores the multifaceted challenges

faced by first-generation college students, including socioeconomic barriers,

academic preparedness, and the pressures of balancing family expectations with

academic responsibilities. Smith (2018) and Gomez (2017) highlight the

importance of tailored support programs and community involvement in

addressing these challenges. Chua (2018) and Tan (2019) emphasize the need

for institutional support and mentorship to enhance academic success and

personal growth. By synthesizing these findings, it becomes evident that a

comprehensive approach involving targeted interventions, mentorship, and robust

support systems is essential for fostering an inclusive and supportive environment

that promotes the academic achievement and personal development of first-

generation college students.

 Chapter III

Research Design and Methodology

Research Design and Method

This study employs a qualitative research design to explore the

experiences of first-generation college students. The qualitative approach is

chosen to gain in- depth insights into the unique challenges and coping strategies

of these students. Data will be collected through semi-structured interviews,

allowing for flexibility and depth in responses.

Research Locale

The research does not focus on a specific locale, as respondents will be

selected based on their relevance to the study. This approach ensures a

representative sample of first-generation college students from diverse

backgrounds and institutions.

Respondents

The study will involve 10 respondents who are first-generation college

students. These participants will be selected using purposive sampling to ensure

they meet the criteria relevant to the research objectives. The selection will focus

on students who can provide rich, detailed accounts of their experiences.

Materials Used

The primary material used for data collection will be a semi-structured

interview guide. This guide will include open-ended questions designed to elicit
detailed responses about the academic, social, and financial challenges faced by

first-generation college students. Additionally, audio recording devices will be

used to capture the interviews for accurate transcription and analysis.

Data Gathering Procedure

Data gathering will involve conducting semi-structured interviews with the

selected respondents. Each interview will last approximately 20-30 minutes and

will be conducted in a setting that is convenient and comfortable for the

participants. The interviews will be audio-recorded with the consent of the

respondents to ensure accuracy in data collection.

Preparation Stage

Ethical clearance will be sought from the university's Institutional Review

Board to ensure the protection of participants' rights throughout the study.

Interview guides and focus group discussion protocols will be meticulously

developed based on the research objectives and findings from the literature

review, ensuring they are comprehensive and aligned with the study's goals.

Recruitment strategies will be carefully implemented to identify and invite eligible

participants, with a focus on ensuring diversity within the sample to capture a

wide range of perspectives and experiences.

Actual Data Collection

The research study will involve conducting individual semi-structured

interviews with first-generation college students to delve into their personal

experiences and challenges. Additionally, focus group discussions will be

organized to foster group interactions and reveal common experiences and

perspectives among the participants. To ensure a comprehensive

understanding, all interviews and focus group discussions will be audio-recorded

 with the participants' consent. Furthermore, field notes will be taken to capture

non-verbal cues and contextual information, enriching the qualitative data

collected during the research process.

Post Data Collection

The study will involve transcribing interviews and focus group discussions

while ensuring confidentiality and anonymity for all participants. Thematic analysis

will be utilized to uncover patterns, themes, and subthemes in the data,

specifically focusing on the distinct challenges faced by first-generation college

students and potential support resources available to them. The research team

will collaborate to review emerging findings, enhancing the credibility and

trustworthiness of the results' interpretation. Through the application of a

qualitative research design and methodology, this study aims to offer valuable

insights into the experiences of first- generation college students, contributing to a

deeper understanding of their needs and guiding the development of tailored

support programs to meet their requirements effectively.

 References

Chua, L. (2018). Breaking Barriers: A Study on First-Generation College Students'

Academic Journey.https://www.google.com/url?

Gomez, M. (2017). Navigating the Path: Experiences of First-Generation College

Students. https://journals.sagepub.com

Laraya, E. C., & Quezada, R. L. (2018). Adjustment to college and academic

performance: Insights from Filipino students. Retrieved from

[https://osf.io/downloadPDF]

Lopez, M. A. G. (2021). The Self-Efficacy and Academic Motivation of College

Students. PhilArchive. Retrieved from [https://philarchive.org/archive/LOPACP]

Pagulayan, E. S., Asuncion, J. E. L., Tamayao, A. I., Vecaldo, R. T., Mamba, M. T.,

& Paat, F. M. (2021). The value of economic and cultural capital to college

readiness among Filipino senior high school graduates. Education Resources

Information Center. Retrieved from [https://eric.ed.gov/EJ1285354]

Pilapil, M. J. B. (2019). Parental Involvement in the Philippines: A Review.

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[https://files.eric.ed.gov/fulltext/ED542505.pdf]

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Generation College Students. Education Resources Information Center. Retrieved

from [https://files.eric.ed.gov/fulltext/EJ1002281.pdf]

Smith, J. (2018). Understanding the Experiences of First-Generation College

Students: A Qualitative Inquiry. https://www.google.com/url?

Tan, S. (2019). Supporting Success: Resources for First-Generation College

Students. https://www.google.com/url?