First‑Generation Students in Higher Education: Challenges, Strengths, and Support: A Focus on New Jersey

First‑generation college students are a vital and growing part of the higher education landscape. These students, defined as those whose parents did not complete a four‑year degree, bring resilience, ambition, and unique perspectives to campus communities. Yet they also face distinct challenges that can affect their sense of belonging, academic persistence, and long‑term success. Understanding the experiences of first‑generation learners is crucial for educators, institutional leaders, and policymakers seeking to foster equity and student success.

Who Are First‑Generation Students?

First‑generation students embark on educational journeys without the benefit of prior parental experience navigating higher education systems. They must often learn complex processes—such as financial aid, academic advising, and degree requirements—independently. This “hidden curriculum” can create a steep learning curve and contribute to stress, uncertainty, and delayed engagement with campus resources (University of California, Davis, 2023).

Nationally, first‑generation students represent a substantial portion of undergraduate enrollment. According to FirstGen Forward, first‑generation learners make up over half of all undergraduates in the United States. However, higher education completion rates for this group remain lower than their continuing‑generation peers. Research indicates that only about 24% of first‑generation students complete a bachelor’s degree within four years, compared to about 59% of students whose parents completed college (FirstGen Forward, 2024).

Barriers to Persistence

The challenges faced by first‑generation students are multifaceted. Many work part‑time or full‑time jobs, manage family responsibilities, and attend school simultaneously. These competing pressures can limit engagement in campus life and academic support programs. Additionally, students may feel isolated or less confident in academic environments where peer networks and family support are not familiar with higher education norms (Stephens et al., 2015).

Socioeconomic stressors further compound these challenges. Financial pressures, limited access to academic preparation, and uncertainty about institutional expectations all contribute to lower retention and completion outcomes. These systemic factors require more than surface‑level interventions; they call for intentional, sustained support structures.

The New Jersey Context

In New Jersey, public and private institutions are taking important steps to support first‑generation learners through targeted programs and campus initiatives.

At New Jersey City University (NJCU), the First‑Generation Champion Institute provides professional development for faculty and staff to better understand and support first‑generation students. The institute focuses on identifying barriers embedded in institutional language and policies and equipping campus partners with tools to promote student success (New Jersey City University, 2024).

The College of New Jersey (TCNJ) supports first‑generation learners through peer mentoring, academic support services, and community‑building activities. These programs are designed to foster belonging, reinforce academic confidence, and provide clear pathways for academic progression (The College of New Jersey, n.d.).

Similarly, Rutgers University highlights programming and support services aimed at increasing the academic success and visibility of first‑generation students. These efforts include community spaces, advising networks, and initiatives that celebrate student accomplishments while reinforcing institutional commitment to equity (Rutgers University, 2024).

These initiatives demonstrate a shift from deficit‑based thinking—focusing on what first‑generation students lack—toward strength‑based approaches that honor their resilience, leadership potential, and contributions to campus culture.

Supporting First‑Generation Success

To effectively support first‑generation students, institutions must adopt intentional, research‑informed strategies that address academic, social, and emotional dimensions of the college experience. Key practices include:

• Structured mentoring programs that connect students with peers, faculty, and professional staff for guidance and encouragement.
• Proactive advising that helps students navigate course planning, financial aid, and academic requirements.
• Culturally responsive pedagogy that honors students’ identities and experiences while challenging traditional norms that may unintentionally marginalize learners.
• Community building initiatives that foster belonging and support students’ sense of agency in their academic journeys.

These practices help students feel seen, supported, and equipped to navigate obstacles that might otherwise derail their progress.

First‑generation college students are not only succeeding academically—they are reshaping higher education by diversifying perspectives, enriching classroom dialogue, and serving as role models within their communities. By intentionally supporting these students, institutions advance not only individual success but the broader mission of equitable access and inclusive excellence.

References

FirstGen Forward. (2024). Insights on first‑generation college students. https://www.firstgenforward.org/our-insights

New Jersey City University. (2024). NJCU’s First‑Generation Champion Institute elevates support for first‑gen students. https://www.njcu.edu/about/news/2024/04/njcus-first-generation-champion-institute-elevates-support-first-gen-students

Rutgers University. (2024). Celebrating and supporting first‑generation students. https://www.rutgers.edu/news/celebrating-success-our-first-generation-students

Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2015). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first‑generation college students. Journal of Personality and Social Psychology, 102(6), 1178–1197. https://doi.org/10.1037/a0039832

The College of New Jersey. (n.d.). First‑generation student success. https://inclusion.tcnj.edu/first-generation-student-success

University of California, Davis. (2023). Understanding the hidden curriculum for first‑generation students. https://www.ucdavis.edu/firstgen/hidden-curriculum

Rethinking Retention in Higher Education: Centering Students in Strategic Enrollment

Retention is often viewed through the lens of institutional metrics, with enrollment, persistence, and graduation rates as key indicators of success. While these measures are important, they do not fully capture the lived experiences of students navigating higher education, particularly those facing systemic barriers related to race, socioeconomic status, and mental health.

Institutions tend to prioritize measurable outcomes because these figures shape funding, rankings, and accountability requirements. However, institutional success and student success are not always aligned. Focusing solely on numbers risks overlooking the complex realities that students encounter, from financial stress to feelings of isolation and marginalization.

Traditional retention strategies also assume that colleges have the resources and infrastructure to implement comprehensive programs. While this may be true for well-funded campuses, many under-resourced or urban institutions operate under significant constraints. Limited staffing, funding, or technological support can make even the most carefully designed retention initiatives difficult to implement effectively.

Another limitation is the assumption that students will respond uniformly to interventions such as advising programs or engagement initiatives. Students’ experiences, levels of trust in institutions, and prior educational histories all shape how they engage with support efforts. For some, institutional resources provide critical guidance and encouragement; for others, the same programs may feel inaccessible or insufficient.

The human side of retention is often overlooked. Faculty and administrators are tasked with supporting students through complex challenges while managing their own workloads and institutional expectations. The emotional labor required to sustain these efforts, especially in high-need environments, is substantial and deserves recognition.

Institutional policies can also unintentionally contribute to attrition. Rigid academic structures, inequitable disciplinary practices, and bureaucratic barriers can create additional challenges for students who are already navigating systemic obstacles.

To create retention strategies that truly work, institutions must broaden their focus beyond metrics. Student success should be viewed holistically, taking into account diverse experiences, systemic inequities, and the human effort needed to sustain meaningful change. By emphasizing both institutional responsibility and student-centered approaches, colleges and universities can develop strategies that are both effective and equitable, ensuring that retention efforts support all learners.

Reference

Hossler, D., & Bontrager, B. (2014). Handbook of Strategic Enrollment Management. John Wiley & Sons. ProQuest Ebook Central. http://ebookcentral.proquest.com/lib/stpu/detail.action?docID=1810173