New Majority Learner data stories: first-generation students

Over the past few decades, the student population in higher education has undergone a dramatic demographic transformation.

Non-traditional learners now constitute the New Majority, with 40.2% of students over the age of 22 and 69.3% working while studying. The conventional concept of a college student is no longer accurate.

As such, higher education institutions need to evolve their approach to attract, retain, and support a changing student population, thereby ensuring their long term viability.

The key to achieving this lies in pivoting toward the needs of the New Majority, by understanding how the experiences of non-traditional students differ to those they have historically catered for.

This requires a greater appreciation of the various traits and characteristics that define non-traditional learners, in this case, first-generation students.

Here we’ll explore how they influence the student population, introduce the fundamental learning challenges they’re likely to face and suggest methods through which institutions can better serve this segment of the New Majority population.

First-generation students in higher education

Despite the number of first-generation students in higher education trending down by 22% since 2004, they still constitute 29.6% of the whole cohort.

Across the United States, Oregon has experienced this decline to a greater extent than any other state at 10.4% yet West Virginia and Utah remain well above the national average with totals at 35.7% and 33.8% respectively.

Research from the Pell Institute has shown that many students see college as a path to economic mobility and stability, viewing their degree as a source of pride and a means to uplift their families.

This has a knock on effect on the learners themselves, with many experiencing significant personal growth during college which, if successful, can lead to self-discovery, resilience, and a lifelong love of learning.

First-generation students often arrive in college underprepared for the academic rigour of education.

For first-generation learners however, the Cowen Institute found that, “family support appears to be a major influencing factor on college persistence, with many studies discussing the barriers faced by underrepresented students in terms of social and cultural capital to describe family and other support structures for students”.

This reinforces the findings of the Pell Institute that indicated how first-generation students often arrive in college underprepared for the academic rigour of education and feel a sense of separation from their faculty and peers.

They are unaware of the more intense nature of college compared to high school with difficulties further exacerbated by the pressure first-generation students feel from families and communities to succeed.

For first-generation learners, this can fuel a cycle of disengagement, where a lack of support in overcoming these challenges leads to a spiral into frustration and diminished confidence. As their struggles compound, they begin to doubt their abilities and potential, which can result in missed academic and career opportunities.

Over time, diminished belief in their capacity to succeed affects their motivation and aspirations, creating barriers that are difficult to overcome.

Institutions therefore need to understand that students who do not have parents with college degrees are less likely to have the cultural capital, and therefore the support network, to help learners navigate the hidden curriculum of college.

This is particularly pertinent for community colleges who serve a much higher percentage of first-generation students (64%) compared to their four-year counterparts (47%).

Fundamental first-generation learner challenges

For the New Majority, their challenges can be sorted into one of three core categories. For first-generation students, they are most likely to sit within the underprepared learner segment.

This segment comprises students who may lack the foundational skills or knowledge needed for academic success. These learners may feel overwhelmed by the demands of academia, intimidated by their seemingly more prepared peers, and unsure of how to navigate this new environment.

However, beneath the surface lies a deep desire to learn, to grow, and to prove themselves. 
They are embarking on a journey of discovery, seeking to acquire the skills and confidence they need to succeed.

Supporting first-generation students

So how can institutions help these learners navigate higher education? One avenue is through first-generation student programs which provide targeted support on new and potentially overwhelming subject areas.

This includes navigating financial aid, understanding academic expectations, and building social networks on campus. By offering tailored resources and guidance, institutions can help these students overcome obstacles and thrive in college.

Creating a sense of community is a crucial aspect of this, especially for those that may feel isolated or out of place. Programs can connect students with peers, mentors, and faculty who share similar backgrounds or experiences.

This network of support can then provide a safe space for students to share their challenges, seek advice, and build relationships that contribute to their overall wellbeing.

First-generation students may need additional guidance in choosing majors, planning careers, and accessing research or internship opportunities. Programs can offer specialized advising to help students navigate these decisions and achieve their academic and professional goals.

By providing personalized support and resources, institutions can empower first-generation students to make informed choices about their future.

Financial literacy is often a significant challenge for first-generation students. Many come from families with limited experience in navigating college finances, and the complexities of financial aid can be overwhelming.

Programs can offer workshops or individual counseling to help students understand their options, manage their budgets, and avoid excessive debt. This knowledge is essential for students to make sound financial decisions and maintain their focus on academics.

By celebrating the unique contributions of first-generation students, institutions can send a powerful message of support and encouragement.