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Revising College Admissions: The Importance of First-Generation Students

This summer, the Supreme Court’s decision regarding affirmative action significantly impacted college admissions, prompting selective institutions to rethink their recruitment strategies. Many campuses are now exploring innovative methods to enhance the diversity of their student populations.

In the United States, “first-generation student” refers to undergraduates whose parents have not completed a bachelor’s degree. According to a 2019 study conducted by the Center for First-Generation Student Success, approximately 56% of undergraduate students identify as first-generation. This group is also noted for being more ethnically and racially diverse compared to their peers whose parents have attended college. Consequently, first-generation students have become a priority target for recruitment by many educational institutions.

Dr. Stephanie Bannister, assistant vice president at the Center for First-Generation Student Success at NASPA, is a recognized specialist in addressing the distinctive challenges faced by first-generation students. Leveraging her extensive background in student affairs, Dr. Bannister offers valuable guidance to help these students navigate the complexities of higher education.

Dr. Bannister highlights the rich diversity that first-generation students contribute to college campuses, underscoring the vital importance of actively promoting their recruitment.

“First-generation status represents a complex, multifaceted identity. This is why we see a growing focus on engaging this particular group of students,” Bannister stated.

As institutions ramp up their efforts to recruit first-generation students, it is essential to appreciate the differing needs of these individuals compared to those whose families have a history with higher education. Simplifying and enhancing processes for first-generation students ultimately benefits the entire student body.

Identifying First-Generation Students

Through collaborative work with 349 institutions nationwide, Bannister and her team aim to cultivate environments conducive to the success of first-generation students. One of their primary strategies involves ensuring accurate identification of these students.

“It’s crucial for institutions to proactively identify their first-generation students early on and foster a sense of belonging well before classes commence,” Dr. Bannister advised.

Admissions offices can facilitate this identification by including a question on their applications that specifically inquires about whether a student’s parents obtained a four-year degree. This clear phrasing ensures even those students who may not recognize their first-generation status are accounted for.

By equipping faculty and staff with knowledge about their first-generation students, campuses can better connect these students with necessary resources and identify areas requiring improved communication during their transition into the second year. These data insights can even guide institutions in developing tailored programs specifically designed for first-generation students.

Bannister also emphasized the importance of adaptability in collecting this data as institutions gain more knowledge about their first-generation population.

“Campuses are diligently working to make data accessible not only upon enrollment but also as insights evolve post-orientation,” she explained. “Students may not indicate they are first-generation on their applications because they aren’t aware of the definition. Thoughtfully designed onboarding can educate them about what being first-generation means, allowing us to update our records immediately.”

Enhancing Campus Experience

Many first-generation students and their families have never set foot on a college campus, often lacking the financial means or transportation to do so. Institutions can assist these students by offering varied opportunities to experience campus life prior to enrollment.

Virtual campus tours present an excellent solution, allowing first-generation students and their families to explore academic facilities, residence halls, and campus resources without the burden of travel costs. These tours can be tailored to showcase specific supports in place for first-generation students, establishing an early sense of connection.

Furthermore, campus visit coordinators can partner with local initiatives that cater to first-generation students, organizing events and special visit days that address their unique needs—such as connecting with TRIO Pre-College and GEAR UP programs during sporting events or art exhibitions.

Providing multiple avenues for first-generation students to visualize their place on campus greatly contributes to their sense of belonging and can significantly impact their likelihood of enrollment.

“When institutions focus on understanding who their students are and tailoring opportunities accordingly, transformative outcomes can arise,” Bannister emphasized.

Clarifying Campus Terminology

It is widely recognized that higher education institutions often utilize a jargon-filled language that can perplex students. Streamlining this language can enhance the experience for all students, particularly those who are first-generation.

Dr. Bannister acknowledges the intricate nature of higher education and empathizes with the challenges first-generation students face.

“Considering my own experience in higher education, it strikes me how confusing these terms can be. I often find myself bewildered when navigating these systems on behalf of my college-aged children,” she remarked, underscoring the need for clarity.

An example she offered relates to the longstanding term ‘office hours.’ While it is easily understood by faculty, it may be ambiguous for students lacking familiarity with institutional conventions. First-generation students might miss valuable chances to engage with professors, assuming that ‘office hours’ simply refers to time when faculty are occupied in their offices.

“If we were to rename office hours as ‘student hours,’ what impact could that have?” she proposed. This terminology shift could effectively signal to both first-generation and continuing-generation students that these hours are dedicated to their academic support.

Institutions must acknowledge the complex systems that can create barriers for students who are unfamiliar with how to navigate them efficiently.

“It’s challenging for students to grasp the right inquiries to make since institutions can be intricate labyrinths filled with language that complicates access to essential resources,” Bannister noted. “By making the navigation process easier, clarifying policies, and reducing jargon, all students, staff, and faculty stand to benefit.”

Recognizing that many first-generation students might lack a foundational understanding of higher education processes, admissions teams can help mitigate confusion by developing glossaries that define frequently used terms and link them to appropriate campus resources.

Concluding Remarks

“First-generation students exemplify resilience and determination, driven by a strong belief that education can transform their lives and their communities,” stated Bannister.

As more universities shift their focus to actively recruiting and enrolling first-generation students, it is crucial for all stakeholders on campus to make an unwavering commitment to facilitating their academic success.

Source
www.higheredjobs.com