1. First Generation College Students Advisor Training
September 29, 2016

2. Definition The term ‘‘first-generation college student’’ means—
(A) An individual both of whose parents did not complete a baccalaureate degree; or
(B) In the case of any individual who regularly resided with and received support from only one parent, an individual whose only such parent did not complete a baccalaureate degree.
Higher Education Act of 1965, 1998 Higher Education Act Amendments

3. What is it that we hear that people say about “first generation college students?”

4. What is it that we hear from “first generation college students” how they view themselves?
We’re the First!

5. Reframing the First Generation Narrative
Overview of Session
Framing the discussion
(From deficits to assets-approach)
Data dimensions
Effective advising strategies
Initiatives and Resources at CSU
Reframing the First Generation Narrative

6. Typical of Research…
Research on first-generation students as they graduate from high school and enroll in higher education institutions (Ishitani, 2003; Lohfink and Paulsen, 2005; Ting, 1998; Warburton, Bugarin, and Nunez, 2001)
Tend to be from low income backgrounds
Tend to be members or racial/ethnic minority groups, particularly Hispanic or African American
Are more likely to be female than male
Tend to have lower college entrance examination scores
Tend to be less academically prepared for college
Perceive that they are lacking support from their family and friends at home
At a disadvantage even before starting college

7. Additional Studies…
Chen, 2005; London, 1989, 1992; Pascarella, Pierson, Wolniak, and Terenzini, 2004; Richardson and Skinner, 1992; Somers et al., 2004) found:
They have lower first semester and first-year GPA than their peers
More likely to drop out during the first year
More likely to attend classes part-time and work full-time
More likely to leave without a degree
Experience more difficulties with their cultural transitions
At a disadvantage when they are enrolled in college

8. Predominance of Deficit Approach
“Underprepared” and “at-risk:” Language of “repairment”
“Deficit Frame”
[Let’s be honest, we do it too!]
Castro, E.L. (2014)
Bensimon, E. (2005)
If this is how we frame their narrative, then we are not honoring or serving our students well.

9. Focus of this Session
We can better support our students by changing their narrative by focusing on their assets.

10. Maximizing Assets Research Resilience Societal contribution
Self-authorship
Pizzolato, J. E. (2003)
Olive, T. (2009)
Stephens, N.M., Frybery, S. A., Markus, H. R., Johnson, C. S., Covarrubias, R. (2012)

11. Maximizing Assets
Higher levels of self-authorship, resilience, and desire to contribute to society can be harnessed for positive impact in the collegiate learning environment.

12. Parent and Family Assets
Families can serve as one of students’ most important assets—offering cultural connections, emotional support, and expectations to facilitate students’ success.
Kiyama, J.M. et. al (2015). Parent and Family Engagement in Higher Education. ASHE Higher Education Report.

13. Who are the First Generation Students? Colorado State University
Percentage of New Freshmen Who Are First Generation, Fall 2014
CSU Institutional Research

14. First Generation Student Enrollment, Percent by College (Undergraduates, Fall 2015)
University average = 25.7%

15. Graduation Gap for First Generation Students (6-year graduation)
CSU Institutional Research

16. Associations with Student Success
First generation status is negatively associated with retention and graduation after controlling for other demographics
36% lower odds of being retained
30% lower odds of graduating in six years
CSU Institutional Research

17. Family Income Graduation Gap
High-scoring college students are more likely to graduate if they’re from well-off families – and the gap is even greater for lower-scoring students
New York Times article: “Who Gets to Graduate” by Paul Tough
Retrieved 5/22/14 from:

18. …Ability turns out to be a relatively minor factor behind this [graduation outcome] divide. If you compare college students with the same standardized-test scores who come for different family backgrounds, you find that their educational outcomes reflect their parents’ income, not their test scores.
New York Times article: “Who Gets to Graduate” by Paul Tough
Retrieved 5/22/14 from:

19. When a similar analysis was conducted on our campus, once we control for ability (index scores), we find a significant difference in graduation rates that were based on first generation status.
Institutional Research Study

20. Examples of Research Insights
Importance of research:
Confirm about what we are doing
Provide strategies / concepts that we have not thought of
Use research to inform the campus
Use research to inform our practice
Examples –
New ways to talk to people
New insights
New ways to describe what and why we do what we do
Our responsibility is to engage others in helping our students better
Need to move away from being internally focused

21. Subjective Student Perceptions that Impact Performance
Reframing adversity
Perceptions of faculty
Stereotype threat

22. Stereotype Threat Stereotype threat describes the experience of “being at risk of confirming, as self-characteristic, a negative stereotype of one’s group” (Steel & Aronson, 1995).
As long as a negative stereotype exists for a particular group and this negative stereotype is present in a given social setting, that group’s members will likely feel a measure of anxiety which can prevent them from performing at their optimal level.

23. Stereotype Threat
Encouraging self-affirmation, emphasizing high standards with assurances of capability, and providing external attributions for difficulty can increase academic performance in the learning environment.

24. Putting it into Practice
As you reflect on the presentation, pick one research insight that stood out for you. How will it inform or influence you and your professional work?

25. Effective Advising Strategies
Relationship that is developed between the advisor and student is key (interpreter and mentor).
Take the initiative to reach out to students to provide advice, support, referral, and assistance, rather than waiting for students to seek help.
Become an active part of the student's life helps students to stay motivated and encourages students to be more responsible for their academic performance.
Demonstrate an active concern for students’ academic progress and a willingness to assist students to understand and utilize programs and services that can increase the likelihood for their success.

26. Initiatives and Resources
First Generation Award
I’m First (imfirst.org)
Access programs
Support services programs
Community for Excellence (C4E)
Key Learning Communities
Cultural Centers (SDPS)
First Generation University Initiative

27. First Generation Scholarships
CSU: Birthplace of
First Generation Scholarships

28. How will you reframe the first generation narrative?