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
