The Unspoken Rule

By: Anthony L. Webster (Program Director of EMU TRiO & a doctoral candidate at Wayne State University)

As I think about being the first to do something, I ponder on the weight often carried by those who bear that cross, either by choice or by force.

By fate, my life has been filled with a series of firsts: being the first-born child, first male grandchild, and more. Being born and raised in the Mississippi Delta to teen parents, societally speaking, earning my high school diploma – let alone going away to college and earning a degree – was not in the cards for me. At the same time, there existed a palpable ‘unspoken rule’ to somehow blaze a trail for those who would come after me. Navigating these unspoken expectations often brought feelings of anxiety, doubt, and frustration – how was I supposed to blaze trails?

I carry a sense of honor and pride in the moniker of being “first”. Yet, that doesn’t mean that being “first” hasn’t come with its hurdles. The ACT, FAFSA, and college applications, to name a few, revealed that being “first” was not all it was cracked up to be at times. However, through attending college at Jackson State University (MS) I realized the power of being first as a TRIO McNair Scholar. The community I found within this program and across campus helped to foster my strengths and build confidence in myself as an important member of my institutional community. Through my experiences there, being “first” became a defining part of my identity and is an aspect of who I am that gives me great strength and unique perspectives in life. I built a foundational understanding of how best to leverage resources and knowledge to drive change in the institution, community, and within my family.

Now, as the program director of TRIO Student Support Services (SSS) and as a first-generation higher education professional, I have found value in the art of storytelling, and authentically sharing my own narrative and experience as a “first” with my colleagues and the students I support. Having the chance to serve on the NASPA First-gen Forward Committee at Eastern Michigan with colleagues who share this identity has created a space to engage in storytelling about our first-gen experiences. Through the art of storytelling, we affirm our experiences and inform the EMU community about how we navigate institutional structures to serve as advocates for students, faculty, and staff across the university. Cultivating community is critical to constructing belonging for students, faculty, staff, administrators, alumni, community members, and more that centers being “first” as an opportunity that can be a beacon of hope for others, not a deficit.

Being “first” means going forth and blazing a trail for others. As a first-gen college student and now professional, I strive to be the role model I desired when I was younger. I no longer shy away from my ‘first-gen’ identity. Moreover, I found joy in connecting college students with resources and tools to aid their holistic development, dismantling oppressive educational systems, and engaging university leaders to create spaces where first-gen students can thrive.

As impactful contributors to the community we can build for first-generation students here at EMU, faculty and the classroom environment they create can serve as critical conduits to resources and guides in this same way. The EMU NASPA First-gen Forward committee encourages individuals to consider the following enhancements to our learning spaces to support the success of EMU’s first-generation students:

Provide Clear Communication Regarding Expectations & Learning Engagement

Consider how you can clearly articulate expectations and classroom practices/policies both through your syllabus, Canvas, in-person, and other creative outlets. Be aware of not assuming your students know or understand why/when/how to navigate your classroom for success. This includes things like discussing the best way to communicate with you, the value and purpose of office hours, expectations in regards to participation in the class, and providing transparent expectations regarding assignments and grading.

Encourage Utilization of University Resources

Through your work with students, you have the opportunity to serve as a bridge and connection point for students and university resources. Take a moment to familiarize yourself with available resources across campus that can support your students both inside and outside of the classroom to support their overall wellness and academic success. Check out the FDC resources webpage as there are many campus resources highlighted! Also, we encourage you to download the “EMU Engage” app as there is a wealth of university information available through this app!

The work that you do, as faculty members, to support first generation students is important work, and will be much appreciated by your students.