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The term “hidden curriculum” refers to an amorphous collection of “implicit academic, social, and cultural messages,” “unwritten rules and unspoken expectations,” and “unofficial norms, behaviours and values” of the dominant-culture context in which all teaching and learning is situated. These “assumptions and expectations that are not formally communicated, established, or conveyed” stipulate the “right” way to think, speak, look, and behave in school. Since the hidden curriculum invisibly governs academic achievement, it is vital for every student to learn its lessons.

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Black First-Generation College Students Matter

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Black First-Generation College Students Matter

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Article from The Center for First-Generation Student Success

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The Center for First-generation Student Success is publishing Black First-generation College Students Matter: A Call to Action submitted by the The Black First-gen Collective. Contact information and ways to get involved can be found toward the end of this document.
Background

Fifteen days after its release, Michelle Obama's memoir, Becoming, became the best-selling book in the United States for 2018. Neither of Obama's parents were college graduates and Mrs. Obama spends considerable pages in the text describing her experience navigating Princeton University. Several times she refers to herself--with pride-- as a first-generation college student. Prior to the book's publication, Obama had used her influence and various social media platforms to reach first-generation college students offering her advice and emotional support. One year later, More Than Enough by former Teen Vogue editor Elaine Welteroth, another Black first-generation graduate, debuted on The New York Times best-seller list. Obama and Welteroth together have spoken directly to first-gen students, most recently in May 2019 on National College Signing Day.

Despite the narratives and mainstream popularity of multiple notable first-generation college graduates, such as Obama and Welteroth, and the increased focus on first-generation college students at institutions nationally, there is little scholarship on Black first-generation college students. In fact, as of this writing, we could only find less than ten published articles on this population since 2008. ¹ In response to the dearth of information and targeted resources, we, the undersigned, call for intentional research and praxis that specifically explores, interrogates, unpacks and disaggregates the unique experiences of Black first-generation college students. For this paper, "Black first-generation college student" refers to an individual who identifies as Black and whose parent/guardian did not obtain a bachelor's degree in the U.S.

Brief Review of Literature

It is clear that there is a crisis among Black students in higher education. For instance, at the 2019 First-generation Student Success Conference, NASPA President and CEO, Dr. Kevin Kruger referenced data that across institution type, Black students are more likely than their peers to leave college without completing a degree or credential. ² Additionally, Black students, especially Black women, have a greater amount of student loan debt compared to their peers (Hoffower & Akhtar, 2019). We wonder: WHO are these students? Are there differences based upon income level or parents' level of education? Critical data such as this needs to be disaggregated; after all, Black students are not a monolithic group.

¹These include: Field, K. (2019). This Woman Goes Door to Door to Steer Students to College. The Chronicle of Higher Education, Nov. 25; Liversage, L., Naudé L. & A. (2018). Vectors of identity development during the first year: black first-generation students' reflections, Teaching in Higher Education, 23(1), 63; Owens, D., Lacey, K., Rawls, G., & Holbert-Quince, J. A. (2011). First-generation African American male college students: Implications for career counselors. The Career Development Quarterly, 58(4), 291-300; Parks-Yancy, R. (2012). Interactions into opportunities: Career management for low-income, first-generation African American college students. Journal of College Student Development, 53(4), 510-523; Wilkins, A.C., (2014). Race, Age, and Identity Transformations in the Transition from High School to College for Black and First-generation White Men, Sociology of Education,87(3), 171-187, Jul.

²Espinosa, Lorelle L. Jonathan M. Turk, Morgan Taylor and Hollie M. Chessman, 2015, Race and Ethnicity in Higher Education: A Status Report, Washington, DC: American Council on Education.

Black first-generation college students likely arrive at university campuses uninformed about their first-generation college status given that it is an invisible identity, one that typically is not addressed outside of a university context. ³ It is incumbent upon researchers, university administrators and professional staff to inform themselves and their students why identifying as Black and a first-generation college student matters. Educating college and university faculty, staff, and administrators about the academic, cultural, and social experiences of Black first-generation college students introduces them to the strengths and needs of these intersecting identities (Wiggins, 2011). Faculty and administrators must use effective educational practices that seek to foster collaborative environments that allow faculty-student interaction. The creation of new models and approaches for faculty-student interaction can also lead to the improvement of Black first-generation college students' success, retention, and graduation rates.

Successful Black high school graduates --regardless of parent educational attainment--commonly begin two- or four-year colleges with significant "racial battle fatigue" (Solorzano & Yosso, 2006). Black and Latinx students, for instance, typically are not encouraged to take Advanced Placement courses or to participate in college-prep behavior, such as school clubs and activities (Klopfenstein, 2004; Ohrt et al., 2009); are often tracked into vocational education courses (Greene, 2008); and tend to score lower on standardized tests (Thompson, 2007). Additionally, Black students frequently report feeling invalidated by high school teachers and guidance counselors (Cholewa et al., 2018). Black first-generation college students face compounded challenges because, in addition to experiencing institutionalized racism and microaggressions, they typically do not have access to the hidden curriculum that will allow them to be successful and to thrive in college. ⁴

There is growing and impactful research about Black students in higher education and it is possible that many current studies about Black students may also include first-generation college populations. It is a challenge and a disservice to those populations when that identity is not specifically called out in the literature. An intentional focus on the unique experiences of Black first-generation college students will only bring nuance to existing research and university praxis. Below are identified topics for further consideration:

³ The groundbreaking work of William Cross (1991) and Beverly Tatum (1997) detail racial identity development among black adolescents and college-aged adults.

⁴For a more complete discussion about the importance of hidden curriculum to first-generation college students, see Ardoin, S. (2018). College aspirations and access in working-class, rural communities: The mixed signals, challenges, and new language first-generation students encounter. Lanham, MD: Lexington Books.

Intersecting Identities

Because Black students are not a homogenous group, there are a number of intersecting identities worthy of exploration, including, of course, gender, sexuality and social class. Additionally, it is presumed that Black students live or attend schools in primarily urban areas; and it is critical to consider rural and suburban experiences. And finally, there are critical differences among immigrant versus U.S. born Black students that should be identified.

Student Loan Debt and Financial Literacy

2019 data reveal that the student debt crisis across the nation disproportionately impacts Black students, and women, especially (American Association of University Women, 2018; Kakar et al., 2019). Rarely is this data disaggregated for first-generation college status. Further, reports about student social mobility and student financial literacy should account for historical racism, as well as first-generation college status and the hidden curriculum of higher education.

Family Engagement

What are the unique cultural parenting practices that impact this population and their academic goals? It is also important to recognize that Black families often include extended relations (like grandparents and aunts/uncles) and fictive kin or non-blood relatives; therefore, research studies and university practices should reflect these dynamics (Chatters et al., 1994; Latunde, 2018; Jiang et al., 2019). Additionally, it is critical to study how first-generation college students navigate tensions about their college-going and any duality they may experience with their communities of origin. Further, Black youth tend to be overrepresented in the foster care system--how do first-generation students who are former foster youth fare in college and beyond (Miller et al., 2014; Miller & Esenstad, 2015)?

Institutional Support/On-campus Stakeholders

Historically Black Colleges and Universities (HBCUs) traditionally have been a major source of support for the Black community and yet very few offer targeted programs and resources specifically for first-generation college students. How do these institutions support that population? How do Black faculty and staff--regardless of institution type--influence and support first-generation college students? Additionally, there is much insight to be gained from research on student-athletes and Black first-generation college students who join fraternities and sororities (both College Panhellenic Council and National Pan-Hellenic Council).

Mental Health and Wellness

Recent studies show that Black students face a hidden mental health crisis, and that these students draw upon grit and tenacity to persevere in school; however, they also are less likely than their peers to seek institutionalized support (McGee & Stovall, 2015). What are the further implications for the mental health and well-being of Black first-generation college students?

High-impact Learning Access

It is well-documented that students of color and low-income students are less likely to engage in High Impact Practices (HIPs), such as study abroad opportunities and fellowships; internships; and service-learning opportunities (Finley & McNair, 2013; Whitley et al., 2018). ⁵ A specific focus on Black first-generation college students would enrich this data.

Social Media and Technology

Finally, there is no existing research on the impact of social media and digital technology with regard to Black first-generation college students (Rowan-Kenyon et al., 2018). This focus is critical given the increasing visibility of social media platforms whose founders and managers identify as Black and first-generation college, including but not limited to: The First-Gen Lounge, First Gen & Juice, FirstGenCollege, and First Gen Docs.

Ironically, Black first-generation college students are hypervisible in the media and popular culture and yet are underrepresented at colleges nationally and also in research. In fact, Black students are often overlooked in our data as we seek to identify critical masses of students who are deemed as "underserved." An intentional focus on the unique experiences of first-generation college students would only deepen existing scholarship and university practices.

⁵According to the report, First-generation Student Success: A Landscape Analysis of Programs and Services at Four-year Institutions, states HIPs have become widely accepted practice in higher education; however, more targeted services are needed in order for them to be effective. For instance, when it comes to targeted support for first-generation college students, more thought needs to be put into the selection of a HIP, strategic partnerships, and their implementation on campus.

A Call to Action

We invite scholars, practitioners and any stakeholder who is invested in the success of Black first-generation college students to join the movement!

Submitted by The Black First-gen Collective:

Danette Buie, Ed.D., Lyft

Kelley O'Neal, Texas A&M University
For more information, visit the Black First-gen Collective page.

James K. Winfield, Benedict College

References

Akhtar, A., & Hoffower, H. (2020, January 22). 9 Startling Facts that Show Just how Hard the Student-debt Crisis is Hurting Black Americans. Business Insider. https://www.businessinsider.com/how-americas-student-debt-crisis-impacts-black-students-2019-7

American Association of University Women (AAUW). (2018). Deeper in Debt: Women and Student Loans. https://www.aauw.org/files/2017/05/ DeeperInDebt_ ExecutiveSummary-nsa.pdf

Ardoin, S. (2018). College Aspirations and access in Working-class, Rural Communities: The Mixed Signals, Challenges, and New Language First-generation Students Encounter. Lexington Books.

Chatter, L.M., Taylor, R.J., & Jayakody, R. (1994). Fictive Kinship Relations in Black Extended Families. Journal of Comparative Family Studies, 25(3), 297-312.

Cholewa, B., Burkhardt, C.K., & Hull, M.F. (2018, February). Are School Counselors Impacting Underrepresented Students' Thinking About Postsecondary Education? A Nationally Representative Study. Professional School Counseling, 19(1), 144-154.

Cross, W.E. (1991). Shades of Black: Diversity in African-American identity. Temple University Press.

Espinosa, L.L., Turk, J.M., Taylor, M., & Chessman, H.M. (2015). Race and Ethnicity in Higher Education: A Status Report. American Council on Education.

Field, K. (2019). This Woman Goes Door to Door to Steer Students to College. The Chronicle of Higher Education, Nov. 25

Finley, A., McNair, T., & Association of American Colleges and Universities. (2013). Assessing Underserved Students' Engagement in High-Impact Practices. Association of American Colleges and Universities.

Ganasarajah, S., Siegel, G., & Sickmund, M. (2015). Disproportionality Rates for Children of Color in Foster Care. National Council of Juvenile and Family Court Judges. https://www.ncjfcj.org/wp-content/uploads/2017/09/NCJFCJ-Disproportionality-TAB-2015_0.pdf

Greene, A. D. (2008). High School Vocational Program Tracking: Race-ethnic Variations in Placement and Consequences for Academic and Career Outcomes. Open Access Dissertations.

Jiang, X., Shi, D., Topps, A. K., & Archer, C. M. (2019). From Family Support to Goal-directed Behaviors: Examining the Mediating Role of Cognitive Well-being Factors. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being.

Kakar, V., Daniels, G. E., & Petrovska, O. (2019). Does Student Loan Debt Contribute to Racial Wealth Gaps? A Decomposition Analysis. Journal of Consumer Affairs, 53(4), 1920-1947.

Klopfenstein, K. (2004). Advanced Placement: Do Minorities have Equal Opportunity? Economics of Education Review, 23(2), 115-131.

Latunde, Y. C. (2018). Expanding their Opportunities to Engage: A Case of the African American Parent Council. Journal of Negro Education, 87(3), 270-284.

Liversage, L., Naudé, L., & Botha, A. (2018). Vectors of Identity Development During the First Year: Black First-generation Students' Reflections. Teaching in Higher Education, 23(1), 63-83.

McGee, E.O., & Stovall, D. (2015). Reimagining Critical Race Theory in Education: Mental health, Dealing, and the Pathway to Liberatory Praxis. Educational Theory, 65(5), 491-511.

Miller, O., & Esenstad, A. (2015). Strategies to Reduce Racially Disparate Outcomes in Child Welfare: A National Scan. Center for the Study of Social Policy. https://files.eric.ed.gov/fulltext/ED561817.pdf

Miller, O., Farrow, F., Meltzer, J., & Notkin, S. (2014). Changing course: Improving Outcomes for African American Males Involved with Child Welfare Systems. Center for the Study of Social Policy. https://cssp.org/wp-content/uploads/2018/08/Changing-Course_ Improving-Outcomes-for-African-American-Males-Involved-with-Child-Welfare-Systems.pdf

Obama, M. (2019). Becoming. Simon & Schuster Publishing.

Ohrt, J., Lambie, G.W., & Ieva, K.P. (2019). Supporting Latino and African-American Students in Advanced Placement Courses: A School Counseling program's approach. Professional School Counseling, 13(1), 59-63.

Owens, D., Lacey, K., Rawls, G., & Holbert-Quince, J. A. (2011). First-generation African American Male College Students: Implications for Career Counselors. The Career Development Quarterly, 58(4), 291-300.

Parks-Yancy, R. (2012). Interactions into Opportunities: Career Management for Low-income, First-generation African American College Students. Journal of College Student Development, 53(4), 510-523.

Rowan-Kenyon, H. T., Alemán, A. M., & Savitz-Romer, M. (2018). Technology and Engagement: Making Technology Work for First-generation College Students. Rutgers University Press.

Smith, W.A., Yosso, T.J., & Solorzano, D.G. (2006). Challenging Racial Battle Fatigue on Historically White Campuses: A Critical Race Examination of Race-related Stress. In C. A. Stanley (Ed.), Faculty of color: Teaching in predominantly White colleges and universities. Anker Publishing.

Tatum, B.D. (1997). Why are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race. Basic Books.

Thompson, G.L. (2007). The Truth About Students of Color and Standardized Tests. Leadership, 36(3), 22-26.

Welteroth, E. (2019). More Than Enough. Simon & Schuster Publishing.

Whitley, S.E., Benson, G., & Wesaw, A. (2018). First-generation Student Success: A Landscape Analysis of Programs and Services at Four-year Institutions. Center for First-generation Student Success, NASPA-Student Affairs Administrators in Higher Education, and Entangled Solutions.

Wiggins, J. (2011). Faculty and First-generation College Students: Bridging the Classroom Gap Together. New Directions for Teaching and Learning, 10(1), 1-4.

Wilkins, A.C., (2014). Race, Age, and Identity Transformations in the Transition from High School to College for Black and First-generation White Men, Sociology of Education, 87(3), 171-187, Jul.

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Black First-generation College Students Matter: A Call to Action

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The Center for First-generation Student Success is publishing Black First-generation College Students Matter: A Call to Action submitted by the The Black First-gen Collective . Contact information and ways to get involved can be found toward the end of this document.

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"We Must Help First-Generation Students Master Academe's 'Hidden Curriculum'" by Marcia Chatelain (2018)

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"We Must Help First-Generation Students Master Academe's 'Hidden Curriculum'" by Marcia Chatelain (2018)

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Georgetown University developed a one-credit course for first-gen students called "Mastering the Hidden Curriculum."

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We Must Help First-Generation Students Master Academe’s ‘Hidden Curriculum’.pdf

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Welcome First-Gen Students

What does it mean to be a First-Generation Student?

Being a first-generation student can mean different things to different people and different institutions. At Ferris State University, we use a modified version of the federal TRiO and Pell Grant definition which indicates First-Generation students come from families where neither of their parents completed a bachelor's degree and/or students who identify as having minimal prior exposure to or knowledge of the university experience.

Our mission

Building a community of support for the success of First-Generation students at Ferris.

We Are Here To Help

As a first generation college student you have the opportunity to have experiences all your own. You have the opportunity to build your education and envision the future you want. We are here to help you with your transition to Ferris State University, by providing all the resources and information you will need to know in one easy to navigate place.

While First-Generation students are often academically skilled and eager to contribute in many ways to the campus community, navigating the tangled web of unfamiliar college policies, procedures, jargon, and expectations can be a challenge for any student. For this reason, Ferris will continue to make a concerted effort to break down these barriers and obstacles to student success. Ultimately, what we have realized is that regardless of how First-Generation is defined, the result of helping First-Generation students helps all students to be more successful.

First-Gen Forward Advisory Institution

Ferris State University was selected as part of the Center for First Generation Student Success' inaugural (2019) cohort of First-Gen Forward institutions, sponsored by NASPA - Student Affairs Administrators in Higher Education and The Suder Foundation. The First Forward designation recognizes institutions of higher education that have demonstrated a commitment to improving experiences and advancing outcomes of first-generation college students.

In 2021 Ferris was selected as one of only two institutions in the state of Michigan to serve as a First-Gen Forward Advisory Institution. This designation places Ferris in an advisory role to mentor other institutions around the Great Lakes region. First-gen Forward Advisory Institutions serve as a leader to a specific Regional Community, support the Center for First-Generation Student Success in advancing the nation's first recognition program, and collaborate with other Advisory Institutions in support of First-gen Forward Institutions.

Ferris is excited to grow efforts to increase the recruitment, retention, and graduation of first generation college students.
Full list of the inaugural 2019-2020 First-Forward schools Learn more about the Center for First-Generation Student Success

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Being a first-generation student can mean different things to different people and different institutions. At Ferris State University, we use a modified version of the federal TRiO and Pell Grant definition which indicates First-Generation students come from families where neither of their parents completed a bachelor's degree and/or students who identify as having minimal prior exposure to or knowledge of the university experience.

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From JG: A student who is the first in their family to go to college.  For example: my brothers were first-gen students but I don't consider myself and my sisters to be first gen because we had their experiences to work from.  They were only a year apart but then 5 year break to my oldest sister.

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From TC: Being the first in the family to attend/complete college

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From RM: first family member to attend and grad from college.

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From CV: First to attend college in your family.
It means not being able to hear "when I was in college..." from your parents/support network.

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In light of the COVID-19 pandemic, we all have had to come up with ways to support our students. Personally, I have found that putting my recorded lectures online for my students has served as a tremendous asset. This allows students to listen to the lectures at their pace. They can pause, rewind and watch again if they so choose. This is not the case in a mandatory face-to-face classroom setting. If a first generation student from a disadvantaged background needs to hear a lecture again for it to "click" there is no opportunity to do so. The feedback I have gotten from my students, both verbally and through exam scores, supports the philosophy that some students, especially those who are the first in their family to navigate this process, may need educators to reconsider the vehicles utilized for instruction. Granting access for learners to listen on their time and on their terms may be the tool to help them be the first in their family to succeed.

Sherréa Jones, PhD
Instructor of Natural Science

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These are resources, including letters and lists, from Ferris State University.

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Special cords for graduation indicating First Gen

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Special cords for graduation indicating First Gen

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College Student and Trailblazer #ProudToBeMATC for First Generation Student T-Shirts

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We need formal and informal student success supports for first gen  students to build "sense of belonging"

As a retention strategy with student affinity peer support/groups, clubs - maybe set an unprogrammed regular "Trailblazers Hangout" time for First Gen students to make friends, find peers.

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As an ESL/ELL instructor, I am thinking about the fact that first gen students I encounter often aren't accustomed to seeking tutoring help, meeting after class with their instructors, and being vocal in classroom discussions. U.S. college culture demands that students speak up and advocate for themselves. I think a short Transition to College course covering this would be a great idea for first gen MATC students, including those new to the U.S.

Laurie Hansen Cardona
ESL/ELL instructor

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https://matc.campuslabs.com/engage/organizations

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Discover unique opportunities at MATC! Find and attend events, browse and join organizations, and showcase your involvement.

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I like the idea of a handbook for the FirstGen student. It is difficult to know about or find resources.

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I've found the need to show students (primarily first gen) that don't know about the high up posted route finding signage between buildings - they are looking for lower wall signs.  They need to look up for our signage - once they learn that - they are so grateful! Simple thing but real for a LOT of our students.

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I think that celebrating first-gen students is a great idea and I'm going to think about how I can do that with my students--even if it's just a personal congratulations.

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MATC used to have these!

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September 29 marked the night for the ANB (Alpha Nu Beta) Fraternity of the then Milwaukee Institute of Technology. They were granted their charter in 1958 from School Director Dr. Parkinson.
From then it set the stage for life-long friendships and some marriages that are still going strong.

This fraternity has had about 300 members join their ranks. The evening was filled with laughter and remembering the good old days.
During the cocktail hour as the members and their wives filled the hall, they mingled and caught up with those they haven't seen in a while. "When the guys get together, they have a certain twinkle in their eyes upon seeing one another," stated Carlyon Muryn, wife of Jack Muryn, a pledge from 1964.
Marc Eernisse, another pledge of 1964, started the dinner hour with reading a letter dedicated to a fallen brother who lost his life in the Vietnam War, which was published in the monthly newsletter, "Pen & Sword." Eernisse also did the invocation for the evening.
Several members recalled their stories of life when they were at school. One of the gentlemen was Toten Comas, a pledge from 1963, who came from Malaga, Spain to be a part of the festivities. "On St. Patrick's Day the city had a massive snowstorm and classes were cancelled. Instead of going home I and a couple of other brothers, those who made it to school, decided to have a party. So, we went to our headquarters on 28th and Wisconsin Ave. to get things setup," Comas said. "You wouldn't believe how many people showed up to the party even though the city was on lockdown because of the storm. Ever since that first party, St. Patrick's Day was made an institution to get together and have a good time." Although Comas lives in Spain he stills celebrates the 17th of March. Comas was not the only traveler of the evening; other members came in from all across the states. Pledge of 1967 Tom Schmidt, who hales from Sinissippi, Wisconsin, explained, "The ANB was responsible for bringing dances to the gym; The Follies, which were plays put on by the students; and the coronation balls."

To bring things back full circle the balls were held at The Astor Hotel, which is where the 60thanniversary reunion was held. The members in attendance all had the same sentiments as Keith Pamperin, a pledge from 1964, which is "Being apart of Alpha Nu Beta taught me leadership and relationship building skills. I am proud of the longtime friendships that I have gained from my time as a member of ANB."
"There is a psychological concept that when people go through suffering, they appreciate what they have. One of the things all the men of this frat have in common is that they went through Hell Week and that is one of the reasons these relationships have lasted over the last six decades," said Steve Koller, who pledged in 1966. Studies have shown that the participation in school clubs and organizations enhances the college experience and builds relationships. This reunion is proof of these findings.

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September 29 marked the night for the ANB (Alpha Nu Beta) Fraternity of the then Milwaukee Institute of Technology. They were granted their charter in 1958 from School Director Dr. Parkinson. From then it set the stage for life-long friendships and some marriages that are still going strong.

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I think that celebrating first-gen students is a great idea and I'm going to think about how I can do that with my students--even if it's just a personal congratulations.

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Events on campus for First-Gen students to socialize and do something outside of a club meeting or classes.

Some of the other schools on this board do a Wednesday Workshop series or First Gen Fridays. When it becomes a regular, expected activity, students can plan for it.

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Explain things clearly and in terms that are not open to interpretation.

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Identifying first generation faculty and staff is a good idea. I happened to mention that I was first generation yesterday and my students were surprised. One remarked and you have two degrees.

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We have some higher ed language issues and jargon that students are NOT familiar with.  We had a scholarship applicant who got a personal staff letter of support rather than a faculty letter.  They didn't know faculty was different distinction.

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As a student at FSU, I wanted to get involved. I am not sure how much your college promotes clubs. But I think having something that shows students what they can get involved in will help them feel like they can get involved. It is not always easy to get involved, but having an event that the clubs are showcased at could make it easy for them, and possibly stay in school.

Ferris State student

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How are students being instructed about their options for organizations? How are clubs promoted at MATC? We heard that this is part of orientation at Ferris. What does MATC do?

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Hispanic Sororities : Gamma Phi Beta, Kappa Alpha Sigma, Sigma Alpha, Theta Phi Alpha
https://www.uwp.edu/live/studentorganizations/

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Some faculty don't even understand the "support hours" concept, so I'm pretty sure that students don't. It must just look like Greek on the syllabus. Instructors should make sure to explain what that term means to them on first day of classes. Or, in an online class, maybe make it a part of a short video with highlights from the syllabus.

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Kinga Fluder and Jessica Pedroza are two of my dorm mates, friends, and role models. They are passionate, caring, intelligent, beautiful women who embody the best of the spirit of inclusion and acceptance at Notre Dame. They, along with Paul Kwak, cofounded one of the newest student groups on campus, 1stG ND (First Generation Notre Dame).

They let me attend a few of their meetings to take photos and interview them. Both of the meetings I went to had an incredibly welcoming and accepting atmosphere. There was also a strong sense of understanding and solidarity. This was especially apparent during a powerful activity in which everyone sat in a circle and talked about unique things that they experience as a first generation student.

Notre Dame should be a place where everyone can feel at home, and 1stG ND is an organization that provides a community, or an additional community, for students who are looking to connect with others in that aspect of their lives.

I sat down with Kinga and asked her to tell me more.

How did 1stG ND begin?

1stG ND was on my mind for a while after hearing about the Ivy League club network called 1vyG. I was abroad at the

time, so it was just in the back of my mind until I saw Jess share an article about 1vyG with a caption that mentioned how ND should have something like that too. Jess and I knew each other from living in Welsh Fam, so I messaged her and we decided to make it happen when we both got back from our semester abroad. We started a Facebook group and started advertising in the Facebook class pages last August, and it all took off from there!

You're a really young club, but what are some of the things you've done so far?

Before becoming an official club, we hosted a couple of meetings (with pizza sponsored by the Office of Student Enrichment) that basically entailed us describing our mission and then a big group conversation where everybody talked about some of the things that made life as a first-generation student at Notre Dame a bit different or more difficult. We've had more meetings like this since we became an official club, and we've also organized a mentoring program to connect underclassmen with upperclassmen in their general area of study and get support with academics and career planning.
Where do you see the club going? What do you see it doing in the future?
We have many ideas and have taken some initial steps to work with administration on easing the additional financial burdens outside of tuition. We've met with student government and discussed topics such as decreasing/eliminating laundry costs for students with the highest demonstrated financial needs; establishing a "free store" where students can get what they need (winter coats, interview attire, room items) at no cost thanks to donations (especially at the end of the school year) and generally getting the word out to incoming freshmen about the resources available to them. We've also talked about hosting a conference for first-generation and/or low socioeconomic status students from Midwestern colleges to further discuss all of these issues and resources. In general, I've seen some awesome and passionate students that really want to make the college experience easier for people who may not have grown up with the same resources, networks, and knowledge that their peers had. I hope that the club grows in membership and support, and I do believe that it will grow to be a vital part of Notre Dame for those that identify as first-gen or don't come from the typical socioeconomic class found at ND.

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Kinga Fluder and Jessica Pedroza are two of my dorm mates, friends, and role models. They are passionate, caring, intelligent, beautiful women who embody the best of the spirit of inclusion and acceptance at Notre Dame. They, along with Paul Kwak, cofounded one of the newest student groups on campus, 1stG ND (First Generation Notre Dame).

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Winner of a 2020 Excelencia in Education award, Lone Star College's Mi Casa Es Su Casa connects Hispanic community college students to the local campus community, acclimates them to the rigors of academic life, helps them succeed throughout college, and prepares them for college and beyond. In Fall 2019, 68% of Latino program participants persisted to second year compared to the institutional average of 50% and overall program average of 60%.

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Learn more to earn more with an affordable, world-class education. 200+ programs including university transfer, high-quality job training, and online degrees.

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First-generation college students are first in their families to graduate from a four-year college or university. At Northwestern, we celebrate the strengths, assets, and leadership that our first-generation students, faculty, and staff bring to campus.

"I'm First" is an online campaign that honors the first generation experience at Northwestern through storytelling and awareness-building. Our campaign includes four elements:
View photos from previous #ImFirstNU events and National First-Gen Week (November 8 - 13th) 2020

Interested in connecting with a faculty or staff member who share your first-gen identity? Check out our I'm First directory. First-generation faculty, PhD students, and staff can join the directory by submitting your first-generation story here.

Your first-gen identity should be celebrated! Wear your First Gen swag every Friday and use our I'm First Filter to represent the NU first-gen community. Tag us on Twitter, Facebook, and Instagram with #ImFirstNU. Want to share the love on Facebook? You can add our custom filter to your pictures-click here and search I'm First NU.

Showcase your first-gen pride and wear your swag with confidence during large campus events (Wildcat Welcome, Family Weekend, Heritage Month Events, and more!).

New to Northwestern and interested in picking up your I'm First Swag? Email us at enrichment@northwestern.edu

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I'm First: Student Enrichment Services - Northwestern University

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First-generation college students are first in their families to graduate from a four-year college or university. At Northwestern, we celebrate the strengths, assets, and leadership that our first-generation students, faculty, and staff bring to campus. "I'm First" is an online campaign that honors the first generation experience at Northwestern through storytelling and awareness-building.

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ALIGN is the Alliance for Low-Income and First Generation Narrative

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Supporting first-generation and low-income (FGLI) students in higher education.

5th Annual National Conference

AL1GN turned 5 this year with our annual national conference hosted by The College of Wooster! This conference would not be possible without our Wooster Team Co-Directors:

Wooster Co-Director Annelisea Brand

Wooster Co-Director Savannah Sima

Thank you to all of our student organizers and participants for an amazing conference. Want to host AL1GN in 2022? Stay tuned for our next application cycle this summer.
The research
Why FGLI?

Many Americans view higher education as an essential tool for success and social mobility in the U.S., but access to higher education remains limited, especially as costs continue to rise. When they do enroll, first-generation students can't rely on their parents' college experiences to guide them - a valuable resource that helps students navigate college. Low-income students are more likely to struggle with the high cost of college and in response may have to borrow significant loans or work throughout college. Many experience food insecurity and homelessness.

At AL1GN, we believe in the strength and perseverance of FGLI students, even in the face of systemic barriers, high costs, and family responsibilities. We believe that FGLI students have what it takes to not only finish college, but flourish, and leave confident in their ability to thrive. Our conferences present students and staff with the knowledge and tools to return home and enact impactful programming, such as community food pantries, student-led coalitions, and more. Students leave feeling empowered to finish their degree and implement positive change at their home institutions.
Our coalition
Who We Serve

First-generation college students: a student whose parents did not complete a 4-year (Bachelor's) degree within the U.S. We encourage our students to self-identify as first-gen and don't use a specific definition.

Low-income college students: students who qualify for the Pell Grant or other forms of government assistance. We encourage our students to self-identify as low-income and don't use a specific income threshold.

Faculty, staff and administrators: professionals and university officials working to support first-generation and low-income college students across the country.
Get to know us better
Our Coalition in Numbers

4

annual national conferences

25+

colleges and universities served

500+

college students, faculty, staff, and administrators in our network

Success! You're on the list.

Whoops! There was an error and we couldn't process your subscription. Please reload the page and try again.

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Alliance for the Low-Income and First-Generation Narrative Supporting first-generation and low-income (FGLI) students in higher education. Past Conferences 5th Annual National Conference AL1GN turned 5 this year with our annual national conference hosted by The College of Wooster! This conference would not be possible without our Wooster Team Co-Directors: Wooster Co-Director Annelisea BrandWooster Co-Director Savannah...

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People often assume that first gen students are also poor. While these intersections often exist, we also have to remember that there are many students who are first in their families to earn a degree, but they are not necessarily low-income. The family could be comfortable financially, but they still don't have the lived experience of being in college. Those students need our support but may want it differently.

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Just yesterday, Myra asked me if I was first gen and I said no because my mom got her associate's degree a year after I graduated from high school. So, I'm shocked to hear today that the federal government would still consider me to be first-gen because their definition has to do with whether my parent got a bachelor's degree. Wow.

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During recruitment, especially of Latinx students, we should involve the parents. They have never been to college before, so there may be lots they don't know about and have questions about. Having bilingual admissions counselors and recruiters is important. Spending extra time is important. It can't just be about the student. So-called special populations need special strategies.

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One thing to consider (that I did not mention) - I strongly encourage you to create a definition that works for your institution. However, any federal funding you receive dedicated to FG students, may need to be used on "official" FG students based on the federal definition.

David McCall, Director
First Gen Initiatives, Ferris State University

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Other Ideas - Stickers (relatively cheap and students love them), stickers or other indicators for faculty to display in their offices, Share that you are FG with your students, share personal experiences, etc.

Lots of companies out there can do these.

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Allow students to help in the creation of the syllabus. Provide a template of what should be included on a syllabus and use one of the first classes to develop the specific content with the students (at least the things that can be changed).

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During graduation:  "Will all the First Generation college students please stand up?  Let's give them a round of applause!"

That way, if they don't want to identify, they don't have to. But graduation is a major accomplishment for them. It should be celebrated.

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Christina Katopodis shares her experience co-creating the syllabus with students.

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Some students don't realize that they should let the instructor know when they will be absent. Explain it when you review the syllabus.

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Instructors often are guilty of the "everybody knows..." We are not Geico. No, not every student does know and first-gens have no one to ask. We know that there are unwritten rules (and we also know that these can vary). Spell it out to students. How much time do you honestly expect them to study before class? How should they take notes during class? How should you approach a teacher if you have a conflict? Make the invisible, visible.

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Have one of our current first-gen students do a short video or Tik Tok welcoming the students and telling them 5 things they should know about MATC. Email it to students.

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I found it interesting that Dr. McCall's college will not let them use financial aid data to track students. That goes against common sense, imho. The workaround of a survey is a good one.

Maybe as part of our orientation, we can ask students to use a checklist to say what kind of info they would like to receive. Then, we have a packet ready for those who ask for first-gen resources.

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Students always come for food. Deans should hold a session at least one a semester where students can come in, get some donuts, and chat. This might make them feel like the Pathway belongs to them. Also, the Deans can find out what students are really thinking and feeling.

Limited it to just the first-gens might make them feel even more special.

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After midterm grades are posted, Pathway Advisors can invite first gen students to come in and print their grades. (They might not even know how to see their grades so help is welcome.) Bribe them with food to come to the Pathways office. Then, if a student is doing poorly in a subject, sign them up then and there for tutoring services or whatever they might need. Yes, kind of a bait and switch.

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In English or psychology class, Alice Walker's short story "Everyday Use" can be effective in talking about first-gen challenges. One of the main characters, a young woman named Dee, has gone off to college but returns to her rural, poverty-stricken family for a quick visit. There's so much to discuss about her interactions with family and how they see her as an outsider. First-gen students might be willing to share their own experiences in similar situations.

Myra George
English Instructor

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I appreciated the data part of today's presentation. I flet like I was at a professional conference presentation, LOL. Someone asked about whether the interventions Ferris uses could be proven to support retention, and I liked the answer the Ferris researcher gave. Although their university could do that, they wanted to measure something else, such as how it ties into positive identity development and how it ties into a sense of belonging. Retention is important, very important, but sometimes we act like it's the only outcome that matters, like if it doesn't help retention, it isn't worth doing. I like the way Ferris approached it because it addresses the human side of students. It shows that developing their humanity is a worthwhile goal, in and of itself. Well done, Ferris.

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Provide first-time college students with information they need to successfully complete the course in clear, plain language. Deconstructing your syllabus entails identifying which parts exemplify equity-minded practice. This resource allows you to review your syllabus as you follow along with their self-guided reflection.

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Reflect on your observations and findings

15-min exercise

1. Which aspects of equity-minded practice are generally present in your syllabus? Which are generally absent?

2. Imagine you're a student reading the syllabus on the first day of class. Do you feel that the instructor is willing to provide opportunities and resources for you to do well in the course? Why or why not?

3. Imagining yourself again as a student reading your syllabus, do you feel that the instructor assumes that you want to learn and cares for your development as scholars and human beings? Why or why not?

4. Imagine you are a student from a racially minoritized group reading your syllabus on the first day of class. Do you feel the instructor and the course speak to your experiences? Do you feel like the instructor is an advocate for racial equity?

5. What did you learn from completing this exercise?

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Reflect on your observations and findings 15-min exercise Which aspects of equity-minded practice are generally present in your syllabus? Which are generally absent? Imagine you're a student reading the syllabus on the first day of class. Do you feel that the instructor is willing to provide opportunities and resources for you to do well in the course?

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This checklist combines the Achieving the Dream tool along with the CUE guidelines for syllabus equity to create a six item checklist instructors can use to evaluate their syllabus. Guided by specific questions, instructors use highlight colors to identify potential areas of improvement.

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Faculty Focus | Higher Ed Teaching & Learning

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Almost everyone who has taken a college course is familiar with the genre of the syllabus, or has at least seen one, though the form varies widely among institutions, colleges, departments, and even individual faculty members. What is required to be included in the syllabus is determined by any number of factors, including the purpose of the syllabus, which is as widely varied as its form. Fink (2012) discusses eight major themes of traditional syllabi:

1. Communication mechanism: The syllabus communicates information about the course, instructor, assignments, learning activities, pedagogical approaches used, and relevance to broader educational goals.

2. Planning tool for instructor: The course schedule, often included in a syllabus, allows the instructor to plan how long to spend on any one topic and to accommodate breaks and holidays in the schedule.

3. Course plan for students: Discerning students can determine how topics interrelate as well as a timeline of assignments from examining the syllabus.

4. Teaching tool/resource for learning: Ideally, a syllabus will help students understand what is expected of them and provide tips for success and ways to utilize campus resources.

5. Artifact/record keeping tool: Administrators may use syllabi for faculty evaluations or institutional accreditation. Faculty may use syllabi to document growth of their teaching or of their course planning over the years.

6. Contract: Some see the syllabus as an implied contract between student and instructor outlining procedures and policies for a course, a purpose reinforced when instructors require students to sign a statement that they have read and understood the syllabus. Syllabi are sometimes used during grievance processes by administrators to support their decisions regarding student complaints.

7. Socialization of students to academic culture: Syllabi help students know what to expect from a course and thereby socialize them through the transmission of cultural knowledge.

8. Scholarship opportunities for instructors: Because an instructor writes it, the syllabus is sometimes considered a publication that documents the scholarship of teaching and learning.

These traditional themes reveal the potential audiences of a course syllabus: the instructor, students, administrators, and accreditation personnel. By trying to meet the needs of all these audiences in a single document, instructors often write pages and pages of information that by the syllabi's very nature is irrelevant to at least some of the audiences that may read the document. This fact makes the traditional syllabus problematic as an academic form that is ostensibly meant for students.

Student-centered syllabus design

As institutions of higher education became increasingly diverse through open enrollment, a movement developed for academic documents (syllabi, course materials) to reflect that diversity and to be more inclusive in style, or "student centered." Instructors began advocating for student-centered syllabi, which have been popular for the last three decades (Bowers-Abbott, 2020). These syllabi focus on elements such as creating a welcoming tone or "warm syllabus" (Slattery and Carlson, 2005), allowing for student input/choice in assignments (Bart, 2015), and critically examining unenforceable policies like not allowing cell phones in class (Weimer, 2018). In student-centered syllabi, instructors are encouraged to humanize themselves with personal information and state policies in positive terms rather than negative such as "Students have the opportunity to earn half credit on late assignments" rather than "Late work will be penalized with half credit." (Moore, 2019).

Most of the articles I found on syllabus design focus on surface-level student-centeredness rather than addressing actual cultural differences in the classroom. Dean and Fornaciari (2014) reach possibly the pinnacle of superficiality with their advice: "Perhaps the first, and most important, step [in bringing the syllabus into the 21st century] is for instructors to consider moving toward more authentically inclusive language and policy construction" (p. 725), which they go on to explain as not using "we" or "us" to mean "students," as when instructors write, "We will be learning about [the course subject] this semester." This kind of inclusive language, the authors suggest, sets up a false collaboration between instructors and students, and instructors should avoid such imprecise language use.

Contemporary equity diversity inclusion framework

While a positive tone and providing humanizing personal information are important parts of a student-centered syllabus, these surface-level elements do not reflect the deeper concept of culturally responsive pedagogy. Students can see through the positive phrasing of policies that still penalize them for their diversity. Culturally responsive teaching pushes instructors to make deeper changes to the syllabus, changes that actually recognize how classrooms are inequitable places for diverse students. Culturally responsive educators have therefore begun to develop syllabi with an emphasis on equity, diversity, and inclusion (EDI), going beyond mere lip service to accommodating students, and completely rethinking the syllabus with a culturally responsive teaching framework.

Several sources provide strategies for EDI syllabus design as well as a framework for examining syllabus in preparation for a complete overhaul. The Center for Urban Education (CUE) at the University of Southern California reminds instructors that most universities were established by white, Christian, wealthy men, and the documents that helped establish institutions of higher learning (syllabi among them) still reflect the values of these founders. Through a process of inquiry, self-assessment, and reflection, CUE's website guides instructors to focus on six equity-minded practices while developing a syllabus:

1. Demystifying: Provide first-time college students with information they need to successfully complete the course in clear, plain language. Be transparent about student and instructor roles, articulate how learning works in the course, and offer counter-narratives for myths about learning (such as a fixed mindset).

2. Welcoming: In tone and content, convey that students are welcomed and cared for by showing kindness and humanity.

3. Validating: Communicate a belief in students' ability to be successful. Validate students' capacity for achievement.

4. Creating a partnership: Communicate how you, the instructor, will work with students and how working together leads to success, reinforcing student and instructor roles.

5. Representing: Represent a range of voices in course materials, assignments, and readings. This act communicates the value of students' unique cultural backgrounds and lived experiences as sources of learning and knowledge. Use materials that mirror students' identities as well as those that provide a window into other identities.

6. Deconstructing: Promote awareness and critical examination of social inequalities, privilege, and dominant racialized norms.

Fuentes, Zelaya, and Madsen (2021) provide similar recommendations for instructors on promoting EDI through the syllabus. Their eight suggestions often overlap with CUE's framework, but there is more emphasis on reflection for instructors, who are prompted to consider how their own backgrounds influence how they foster equity in the syllabus. Fuentes et al also suggest specific examples of language to include in the syllabus to support EDI, such as diversity-centered learning objectives, a diversity statement, and acknowledgement of the intersectionality of multiple cultural identities in students. They urge instructors to decolonize the syllabus, not only by providing readings from diverse authors, but also by recognizing holidays and customs of multiple cultures, and by critically examining policies that reinforce classism, such as requiring medical excuses for absences. This article proposes ideas that many instructors would find radical, but these challenging suggestions address EDI more than the student-centered recommendations on using a positive tone.

A methodology for examining syllabi

For an instructional design course I took recently, Achieving the Dream, I was provided with a Syllabus Review Coding Tool inspired by the inquiry tools developed by the Community College of Aurora and the Center for Urban Education at USC's Rossier School of Education. The tool asks instructors to use colors to code syllabus language in two coding steps, descriptive and interpretive, with five categories in each step. The first step codes for the kind of language (directions, rules, consequences) and the audience (the institution or students). The second, interpretive coding reveals the impact on students' experience in the course and broadly reflects EDI framework.

After reading CUE's guidelines, I've adapted the Syllabus Review Coding Tool from Achieving the Dream to correspond with CUE's equity-minded practices. I suggest the following tool as a way to critically examine syllabi for evidence of true student-centeredness and EDI.

Use the highlight color To signify language that:

Demystifies first-time college student experiences
* Where have you used non-academic language?
* Where have you been transparent about classroom roles?

Welcomes students
* Highlight language that shows your humanity and care for students.

Validates students
* Have you communicated that you believe students can be successful in your course?

Creates a partnership
* Where have you reinforced classroom roles and indicated how you will work together?

Represents diversity
* Do your course materials and assignments represent diversity within your field or discipline?
* Where have you shown how you value unique cultural backgrounds?
* Which materials and assignments mirror student identities, and which ones provide a window into others' identities?

Deconstructs hegemony
* Highlight syllabus language that shows how you will take on the big questions of social inequalities, privilege, and dominant racialized norms.

Conclusion

Instead of our syllabi being the procrustean bed we force all our students to endure, we can make them useful documents that encourage student success. This adapted coding tool provides a methodology for moving beyond traditional student-centered language and helps instructors actually address issues of equity, diversity, and inclusion as well as our students' unique identities.
Susan Spangler is currently teaching English education, literature, and writing courses as well as supervising student teachers at The State University of New York at Fredonia. Her edited collection, English Studies Online: Programs, Practices, Possibilities, is available from Parlor Press. References
Bart, M. (2015). A learner-centered syllabus helps set the tone for learning. Faculty focus. https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/

Bowers-Abbott, M. (2020). The straight scoop syllabus. Faculty focus. https://www.facultyfocus.com/articles/course-design-ideas/the-straight-scoop-syllabus/

Dean, K.L. & Fornaciari, C.J. (2014). The 21st-century syllabus: Tips for putting andragogy into practice. Journal of management education. 35(5), 724-732.

Fink, S. B. (2012). The many purposes of course syllabi: Which are essential and useful. Syllabus journal, 1(1), 1-12.

Fuentes, M.A, Zelaya, D.G. & Madsen, J.W. (2021). Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion. Teaching of psychology. 48(1), 69-79.

Moore, C. (2019). Seven ways to make your syllabus more relevant. Faculty focus.
https://www.facultyfocus.com/articles/course-design-ideas/seven-ways-to-make-your-syllabus-more-relevant/

Slattery, J.M. & Carlson, J.F. (2005). Preparing an effective syllabus: Current best practices. College teaching, 53(4), 159-164.

University of Southern California Center for Urban Education. (n.d). Syllabus review guide. http://cue-equitytools.usc.edu

Weimer, M. (2018). As you're preparing the syllabus . . . Faculty focus. https://www.facultyfocus.com/articles/course-design-ideas/youre-preparing-syllabus/

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Syllabus Solutions: Examining Your Syllabi for Evidence of True Student-Centeredness | Faculty Focus

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Almost everyone who has taken a college course is familiar with the genre of the syllabus, or has at least seen one, though the form varies widely among institutions, colleges, departments, and even individual faculty members.

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Why do we have a Center for Teaching Excellence but not a Center for Student Excellence?

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Latinos are much more likely to be first-generation college students than are other racial groups. Nearly half of Latino students (44%) are the first in their family to go to college, compared to Black (34%), Asian (29%), White (22%) and all (29%) students. This article highlights some of the unique challenges first-gen Latino students face.

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More Latino students than ever are trying to get their degree, but it’s fraught and costly

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Record amounts of Latinos are attending colleges, but they’re intimidated by the cost, whiteness and bureaucracy.

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This is an idea which would benefit all students. Several colleges have offered "Mental Health Monologues." It's an event where students and alumni share their personal struggles with mental illnesses, such as anxiety, depression, OCD, etc. The event becomes a safe space to raise awareness about these issues and also a place to let others know they they are not alone. People can form connections. Uof Michigan has held these and Ferris State. Best done in person. Could be a collaboration between Student Life, LPC, and Office of Student Accommodations

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This article has been archived. It is still available for reference purposes, but may contain out of date information.

Mental Health Monologues is a powerful annual event presented by Active Minds in which UM students and alumni share their personal stories and struggles with mental illness. Not only is this a safe space to bring to light difficult topics, but it is an incredible opportunity to learn from one another and form connections.

Stop by the Forum Hall in Palmer Commons on Friday, April 19th from 7:00 to 8:30PM. Admission is free and open to the public. Come support your peers and break mental illness stigma.

For more information, check out the event page: https://events.umich.edu/event/62943

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This article has been archived. It is still available for reference purposes, but may contain out of date information. Mental Health Monologues is a powerful annual event presented by Active Minds in which UM students and alumni share their personal stories and struggles with mental illness.

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Lots of colleges have snacks available to students during that stressful last week of classes. Pre-wrapped, semi health stuff like granola bars, graham crackers, fruit cups, etc. On each item, you could have one study skill or a note of encouragement. Students perform better when they have food in their stomachs, right?

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I know it sounds crazy but at my college, we used to get an agency to bring in wellness dogs to campus at the end of the semester. The dogs were just there, in a special area, to be played with and petted. The school said that studies show that playing with dogs reduces anxiety. It did for me! I know people have allergies and dog fear, so it would need to be a place away from the general public. The dogs are trained for this.

I wonder if even showing dogs playing on the video screens on campus would help.

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Sit, Stay, Heal: Therapy dogs really do help university students

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ARTICLE: 5 Things a First Generation, Working-Class Latinx Student Wishes She'd Known Before Going to College

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ARTICLE: 5 Things a First Generation, Working-Class Latinx Student Wishes She'd Known Before Going to College

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In reflecting upon the things she had to learn through experience as an undergraduate, Alicia M. Reyes-Barrientez identifies five big epiphanies she had. Dr. Reyes is now a political science professor at Texas A&M. Her lessons can helps us better understand how to serve Latinx first-gen students.

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What a first-generation, working-class, Latinx student wishes she'd known before she went to college (opinion)

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BOOK: 50 Things I Wish Someone Would Have Told Me about College: Straight Talk for First Gen College Students (2014)

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BOOK: 50 Things I Wish Someone Would Have Told Me about College: Straight Talk for First Gen College Students (2014)

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50 Things I Wish Someone Would Have Told Me About College: Straight Talk for First Generation College Students FROM First Generation College Graduates

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50 Things I Wish Someone Would Have Told Me About College: Straight Talk for First Generation College Students FROM First Generation College Graduates [Flores M.A., Angel D., Duran MA, Dion, Dodd MPH, Christy, Orozco-Gutierrez CDA, Alejandra, Naranjo BSN RN, Rachel, Quinonez MA, Elias, Castro MA, Ky…

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BOOK: Crack the Code - A Guide to College Success for First Gens (2020)

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BOOK: Crack the Code - A Guide to College Success for First Gens (2020)

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CRACK THE CODE draws on the wisdom of dozens of First Generation college students, offering encouragement and guidance in how to get from Go to Graduate. Many First Gens feel as if are carrying extra rocks in their backpack. This Guide acknowledges their challenges and offers strategies for success. Their wisdom that can help all college students. This is book is meant to be a way to go off to college with one's own mentor-in-a-backpack, there to offer help and support when there is a bump, easy to talk with, always there for you. Cost is only $6.95

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CRACK THE CODE: A Guide to College Success for First Gens

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CRACK THE CODE: A Guide to College Success for First Gens [lieberman Ph.D., susan] on Amazon.com. *FREE* shipping on qualifying offers. CRACK THE CODE: A Guide to College Success for First Gens

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BOOK: The College Fear Factor - How Students and Professors Misunderstand One Another (2011)

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BOOK: The College Fear Factor - How Students and Professors Misunderstand One Another (2011)

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For first-gen college students who are children of immigrants and blue -collar workers, college is expensive, unfamiliar, and intimidating. Inexperienced students may not know what an assignment means, what a score indicates, or that a single grade is not a definitive measure of ability. And they certainly don’t feel entitled to be there. They do not presume success, and if they have a problem, they don’t expect to receive help or even a second chance.

Rebecca D. Cox draws on five years of interviews and observations at 34 community colleges. She shows how students and their instructors misunderstand and ultimately fail one another, despite good intentions. Most memorably, she describes how easily students can feel defeated―by their real-world responsibilities and by the demands of college―and come to conclude that they just don’t belong there after all.

Eye-opening even for experienced faculty and administrators, The College Fear Factor reveals how the traditional college culture can actually pose obstacles to students’ success, and suggests strategies for effectively explaining academic expectations.

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I saw the book The College Fear Factor on this board. Why not make this an MATC Read book selection?

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A list of ten or fewer things we want students to know about MATC or about the specific class. Make it short and easy to read. Give it out to students during the first week of class and again just before midterms and maybe again between midterms and finals.

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Explain in more detail how points in the class work

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Explain in more detail how points in the class work

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I've had students who were completely confused about their grades. One student who had an A grade got a C on one assignment and dropped the class (without talking to me). Other students couldn't understand their C at midterm since they had gotten A grades on several assignments. They didn't understand that getting ten A's on quizzes that are only worth 2 pts each didn't matter as much as getting a C on the midterm which is worth 80 pts. Some students will do all the small assignments but then skip the big one. From their perspective, "hey, I did everything but that one assignment." We're thinking, "yeah but that one assignment was 25% of your grade." It seems obvious to us but some students don't know that they have to look at how many points the work is worth. And percentages are even more confusing when there are a lot of assignments behind the wall of the percentage. Like essays are 40% and there are 4 essays. They can't make the connection for individual essays. We have to demystify the grading. I don't know how but I know we have to do it.

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The Mequon campus is a one-stop shop for student support. The library, computer center, Special Needs, and Academic Support are all there. Why not use the Midterm Meetup idea that was discussed on the Mequon campus? For a week, lure students in with snacks or something. Anybody who prints out their grades from Bb or from midterms can get a snack or prize. The computers are right there. But here's the key. It becomes a series of support hand-offs. Have advisors there to give them advice on what they need to do to keep or improve their grades. Hand them off to a tutoring coordinator right there who signs them up for tutoring then and there. The tutoring coordinator passes them to a Writing specialist (also right at the next station) who shows them how to write an email to a teacher explaining the situation and describing the work plan. There's someone at every station and treats at every station.

Maybe even ask teachers to refer their students who they're concerned with.

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Maybe I just want to be a kid again, but why not have pumpkin carving contests? Okay, here is how I'm going to make the connection. First gen students who are also low-income sometimes can't afford the cultural events that their more afflueent peers participate in, like pumpkin carving. They go trick or treating but dont' necessarily carve pumpkins. Why not give them a taste of it here. If staff also participate, it can create bonding that maybe makes the firstgen student feel more comfortable coming for help later on. They could even manybe find mentors there.

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The Financial Aid office can be intimidating, especially for first-gen students. MATC needs to go back to the high schools. Have FA counselors go into the high schools to demystyify the process and help students fill out the forms. We would hate for the financial piece to be a barrier to students coming to MATC.