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Best Practices & Resources for First-Generation & Low Income Students
Best Practices & Resources for First-Generation & Low Income Students
Background Information
Background Information
The term “first-gen graduate student” typically refers to students who were first in their family to finish a bachelor’s degree and are now working toward a graduate degree. The experience of being “first,” especially when combined with lower socio-economic status may create feelings of isolation, directionlessness, imposter syndrome, and self-doubt.
The resources below provide a deeper overview of the transition issues often faced by first generation & low income students. Additionally, best practices, programming, and resources allow professionals the starting places to develop their own opportunities for understanding and to provide support.
Best Practices for Inclusive Programming
Best Practices for Inclusive Programming
Intentionally make visible the "hidden curriculum" of graduate education through your programming and advising. The hidden curriculum refers to the unwritten rules about what it takes to be successful in graduate school that are not explicitly taught. Aspects of the hidden curriculum of graduate school include norms related to mentoring, scholarly writing, funding, teaching/service/research expectations, publication, presenting scholarship, attending scholarly conferences, diverse career opportunities, job search, etc.
Use your role to inform and connect students to university resources (e.g., teaching centers, writing centers, funding sources) that will help them navigate the hidden curriculum
Emphasize that seeking and utilizing campus resources is resourceful and a sign of strength
Increase transparency about higher education institutions and graduate school by clearly communicating norms, evaluation criteria and expectations in your programs and your advising
Collaborate and co-sponsor events with your first-generation student office and/or first-generation affinity groups to create spaces of belonging and information sharing
Be intentional in identifying and naming (with their permission) alumni and advanced students who are first-generation. Because first generation is an invisible identity, it’s often difficult to identify role models who share the first generation identity. Include first generation students (and name that experience, with their permission) in publicity and panels.
Provide opportunities for students to get practice interacting in the kinds of social settings they may encounter as part of their job search process (e.g. formal dinners, receptions).
Acknowledge that first-generation and low income students face unique challenges:
Navigating cultures of elitism and extreme wealth
Overwhelming Whiteness, class privilege and related microaggressions
Online Resources
Online Resources
Resources for Staff & Administrators
Best Practices
https://grad.uw.edu/for-students-and-post-docs/core-programs/first-generation-graduate-students/
https://clpc.mla.hcommons.org/on-mentoring-first-generation-and-graduate-students-of-color/
Improving Access
Basic Definitions and Stats
Sample Programs and Offerings
Career-related
Suggested Readings
Suggested Readings
Calarco, J.M. (2020). A Field Guide to Grad School: Uncovering the Hidden Curriculum. Princeton University Press.
Davis, J. (2010). The First Generation Student Experience: Implications for Campus Practice and Strategies for Improving Persistence and Success. Sterling, VA: Stylus.
Engle, J., and Tinto, V. (2008). Moving Beyond Access: College success for low-income, first-generation students. The Pell Institute. https://files.eric.ed.gov/fulltext/ED504448.pdf
Standlee, A. (2019). Supporting First-Generation Students. Inside Higher Ed.
Ward, L., Siegel, M. J., & Davenport, Z. (2012). First generation college students: Understanding and improving the experience from recruitment to commencement. John Wiley & Sons.
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