What Helps Some First-Generation Students Succeed

Abstract

Students who are the first in their extended families to attend college and then go on to lead lives of activism are the beneficiaries of a blend of large gestures of support and small acts of kindness. The author reports on research she conducted into the factors that result in lives of achievement among activist first-generation college graduates.

“Doors are not locked, just closed”: Latino perspectives on college

“…Attending as part-time students, they may find few opportunities to meet other adult Latina/Latino students outside class. Latino families may affirm their students' academic abilities and goals but lack the information or experience to guide them (Candales, 2000;Medina and Luna, 2000;Rodríguez, 2003). As explained by Brown, Santiago, and Lopez (2003, p. 3), Latino families suffer from "an information gap, not a values gap," in helping their family members succeed in college.…”

“…Learning to navigate between their ethnic culture and the mainstream culture is a developmental process for many Latina/Latino students, as it is for students from other ethnic groups (Brilliant, 2000;Lackland, 2000;Sam, 2000;Torres, 2003). In acclimating to college, Latina/Latino students may seek out courses and cocurricular activities that allow them to explore their ethnic heritage, meet other Latina/Latino students, and form mentoring relationships with Latina/Latino educators, as well as with non-Latina/Latino faculty and staff (Aguilar, 1996;Bracy and Cunningham, 1995;Negroni-Rodríguez, Dicks, and Morales, 2003;Pascarella and Terenzini, 1998; President' s Advisory Commission on Educational Excellence for Latina Americans, 1996;Rodríguez, 2003;Vasquez, 1997). With only 3 percent of full-time college faculty identifying as Latinas/Latinos, the supply of Latina/Latino faculty mentors rarely meets the demand (Nieves-Squires, 1991;Padilla and Chavez, 1995;Wilson, 2003).…”

“…The Latina/Latino learners often used the word amazed to describe experiences that challenged their self-evident lifeworlds. Some students felt "amazed" when faculty members or mentors saw potential in them that they did not know they had, an experience that psychologists call "positive naming" (Rodríguez, 2003). One student noted, "My mentor has taught me that I can be a leader; I have leadership qualities even if I don't like to be at the front of the line."…”

The effects of generational status on college adjustment and psychological well-being among South Asian American college students

“…Research has shown that compared to CGCS, first-generation students are more likely to enter college less prepared (Bui, 2002;Mehta et al, 2011;Richardson & Skinner, 1992;Riehl, 1994;Rodriguez, 2003). This may be explained by their distinct high school experiences.…”

“…Interestingly, academic and psychosocial challenges may not always lead to attrition or drop out in FGCS. For example, in a qualitative study, Rodriguez (2003) found that first-generation graduate students from poor, undereducated backgrounds with minimal to no social support, earn their bachelor's degree and "go on to lead lives of activism" (p. 17).…”