Navigating college from the admissions process to graduation is a daunting task and can be especially intimidating for first generation students. Oftentimes, first generation students face lack of close support, less familiarity with the college experience and its processes, and a greater social adjustment. These challenges serve as a barrier to college success for many first generation students. Data show that only 26% of first generation students complete their bachelor’s degree, compared to 70% of students with parents who have earned at least a bachelor’s degree1. Black learners disproportionately make up the first generation student population. As we battle the alarming decline in Black student enrollment, supporting the unique needs of first generation students is a critical part of the fight.
As leaders we must create nurturing educational environments for the first generation is something all campuses should implement. Furthermore, support for first generation Black learners must be holistic and comprehensive. This means that support needs to continue well beyond the first year and even after graduation. This support should also connect students with resources and tools that enable them to navigate academic, social, and life challenges2. A fundamental part of this support is mentorship and advising. We need former community college students, business community leaders, and individuals from the community we serve to to be mentors to our students. I am a firm believer in the implementation of Guided Pathways at community colleges. Through our Guided Pathways work, which seeks to streamline a student’s journey through Compton College by providing structured choice, revamped support, and clear learning outcomes— which will lead to more students achieving their college completion goals. However, in this Guided Pathways work, the areas that need to be strengthened is connecting students to mentors by those who had a similar type of major and who are working in that field.. Students must have mentors that are connected to their major, and the mentor looks like them and has the same shared experiences.
Research continues to show the positive effects of advising and mentorship programs on persistence and completion rates, particularly for first generation students and students of color3. This mentorship can be both formal and informal. Let’s charge ourselves with reaching out to new college students and being intentional about our support of the first generation students in our very own communities. Even for those not looking for mentorship, guidance and support of this kind is invaluable and can be integral to a student’s success.
To learn more about how we can support Black learners as they navigate higher education, visit: https://www.community4blacklearnerexcellence.com/publications
References
- Pew Research Center, May 2021, “First-Generation College Graduates Lag Behind Their Peers on Key Economic Outcomes” https://www.pewresearch.org/social-trends/2021/05/18/first-generation-college-graduates-lag-behind-their-peers-on-key-economic-outcomes/
- Karp, M., S. Ackerson, I. Cheng, E. Cocatre-Zilgien, S. Costelloe, B. Freeman, S. Lemire, D. Linderman, B. McFarlane, S. Moulton, J. O’Shea, A. Porowski, and L. Richburg-Hayes. 2021. “Effective advising for postsecondary students: A practice guide for educators (WWC 2022003).” National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
- Fountain, C. (Ed.). 2021. Academic advising as a tool for student success and educational equity. National Resource Center for The First-Year Experience & Students in Transition. Columbia, South Carolina: University of South Carolina.