first generation college essay examples

College Essay Tips for First-Gen Students

tl;dr: Writing a first-gen student essay can be a daunting task, but it's an amazing opportunity to showcase your personality and be the host of your own immersive world. Start by choosing a challenge you have faced as a first-gen student and then outline why it was significant, what you learned, and how others can learn from it. Make sure to captivate your audience with a strong introduction, add immersive descriptions, and talk about your future in the conclusion. Don't forget to ask for help from teachers and peers to edit your essay for grammar and feedback!

What is a First-Generation Student?

A first-generation student is someone who is the first generation in their family to attend a 4-year college or university. This can encompass many different types of students from diverse backgrounds.  While some of these students' families may have been living in the United States for a long time, others may have been born in the U.S. to immigrant parents 👪 or a naturalized American citizen.

For more information about first-gen students, check out this article from CollegeVine !

What is a First-Gen Student Essay?

A first-generation student essay is different from a regular college essay because the reader wants to hear about the struggles you experience as a first-gen student. First-gen essays are mostly found in scholarship prompts but can be used as your personal essay on the Common or Coalition Application. Being that these prompts are found in scholarships, not all first-gens are required to write them! The prompts tend to follow the guideline of “describe a challenge you have faced as a result of being a first-gen student.” First-gen essays allow you to describe the aspects of your life that have been challenged due to being a first-gen and how those obstacles strengthened 💪 your spirit; in this essay, you have the chance to highlight your culture first hand.

Although these are not first-gen student essays, reading these sample essays can help you understand essay structure and brainstorm essay topics !

How to Structure Your First-Gen Student Essay

Most of the time, first-gen essays are found in scholarship prompts, meaning that other students might face the same struggles as you. What’s important to remember 💭is how you flourished despite those struggles or moments, how the lessons learned have altered your future, and how you can use your growth to benefit others. This essay is more than an “essay”; it's an opportunity to exhibit your personality and be the host of your own immersive world the reader will want to come back to. It’s your moment to pull a Gatsby, throw an elaborate party to win the heart of Daisy–even if you die at the end 👀, at least the party holds your memory.  

The first step in developing your essay is choosing your tribulation or a moment of struggle in your life that has stayed with you. In an outline 📝, describe why this event was significant, what you learned, how others can learn from this, and how you might have approached the situation differently. These questions will get you thinking, and hopefully, you can produce at least five solid ideas. From those thoughts, you can cross some moments out.

During this process, it is essential to remember 🧠 that every moment you experienced has value. Crossing out a moment on a list doesn’t mean it’s being crossed out of your life; these moments have made you strong and better prepared for your future. You know you have chosen the right moment when you can write a “novel long” 📖 description of it; however, if the key lesson you learned is omitted from your “novel,” try again.

Now that you have a topic, it is time to captivate the reader. Just like in every English class, you need a strong opening statement! Your essay can be well written but a waste if there’s no eye-catching, breath-holding, heart-racing 😯 intro. This is probably the most important and equally tricky aspect of your essay, so you should designate a decent amount of time and attention to your introduction. You might not get it on the first try, but it’s ok! That is why the delete ❎ key exists.

Once you have your intro, it's time for your essay’s body, meat, and party. Your reader is your guest and if you don’t have the “perfect” theme, guests, food, music, party favors, they’re going to leave unsatisfied eventually. Although you might have all these party 🎉 plans in your head, they aren’t executed in the “real world” until you make it real! In this step, you describe your story, add immersive descriptions, make the reader feel as though they are living your struggles–the highs and the lows included. Don’t leave them wanting a cake slice 🍰. Although this is your opportunity to write a “sob story,” remember that what will make you stand out is the growth you have learned, achieved, and will continue to follow. How did your growth benefit you, your community, your future? Although you are creating a “perfect” party, you still want the reader to come back to celebrate 🙌 with you again.

As with all parties, your essay must come to an end, so make sure the guests are leaving satisfied! To close off your essay, talk about your future. Don’t stray from the lessons and personal growth 🌱 you have achieved. Talk about how you will follow through and use what you learned to uplift and inspire others. You’re the host of the party, and you always want your guests to leave on a positive note.

Tips to Remember

Continuing with the party analogy, although other people might host the same party, it’s imperative to put your own 💃 spin on it. You and another host might have the same theme, but what do you have that they don’t? These essays allow you to show off your personality and your challenges in a manner of different ways.

Being a first-gen student myself, I understand the difficulty in opening up and revealing your tribulations, pain, and vulnerability. However, readers are eager to read about your life–writing a first-gen essay allows you to present a personal glimpse of who you are 🤩.

It’s important to understand that good writing is not only about grammar; many first-gen students learned English as their second language. What's important is the effectiveness in delivering your ideas clearly and being able to communicate 🗣 effectively. After you write your essay, ask a teacher or a peer to edit your essay in order to better your grammar or receive comments that better strengthen your essay.

During this entire writing process, don't listen to the pessimistic voice 🙊 in your head, no matter how persistent it may be. That voice inside you roots from the unnecessary burden of centuries before you. This process might make you question your life, value, or identity, but what matters is that after every struggle you've marched on with your pride intact and spirits high, shaping who you are today. This may be a stressful moment, but you owe it to yourself to step back and relax 🧘. After all, the best parties always have a host that is enjoying themselves as well. Happy writing!  

For more tips about college essay writing, watch this video !

Next, check out these great TikToks and tweets for advice about the college application process!

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Related content, first-gen: preparing for the college application, what extracurriculars should high school sophomores do, college checklist: what to accomplish in your junior year, 5 goals for your freshman year of high school, 10 goals for your freshman year of high school.

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How to Write an Inspiring First Generation College Student Essay: A Step-by-Step Guide

Discover how to write an inspiring first-generation college student essay with this comprehensive guide. Follow our step-by-step instructions to create a powerful essay highlighting your unique experiences, showcasing your resilience, and leaving a lasting impression on college admissions committees.

• By: William Davis

Introduction  

The first-generation college student essay plays a significant role in college applications, allowing admissions officers to understand better the applicant's background, values, and aspirations (Engle & Tinto, 2008). This essay helps to showcase the applicant's unique perspective and qualities, making them stand out among other candidates. Furthermore, colleges and universities often value diversity and strive to support first-generation students. A compelling essay on this topic can increase applicants' chances of acceptance into their desired institution. 

This step-by-step guide will walk you through writing an inspiring first-generation college student essay . We will cover essential aspects such as:

• What is a First Generation College Student Essay?
•  Understanding the Prompt and Requirements
• Brainstorming Your Story
• Creating an Engaging Narrative
• Organizing Your Essay
• Writing Tips for an Inspiring First Generation College Student Essay
• Submitting Your Essay

1. What is a First Generation College Student Essay?

  A first-generation college student essay is a personal statement that focuses on the unique experiences and challenges faced by students who are the first in their families to attend college. These essays often highlight the individual's resilience, determination, personal growth, and the impact of their family background on their educational journey. The phrases "first-generation college student struggles essay," "first generation essay", and "first-generation immigrant college essay" can also be used to describe similar essays that emphasize the student's background and experiences as a first-generation college student or immigrant.

2. Understanding the Prompt and Requirements

What is the college looking for in a first-generation college student essay.

In a first-generation college student essay, colleges are looking for an authentic representation of your background, experiences, and the challenges you have faced as a first-generation college student (Collier & Morgan, 2008). They want to learn about your personal growth, resilience, and determination to overcome obstacles. Additionally, they seek to understand your unique perspective, values, and aspirations. By sharing a compelling and well-written story, you can demonstrate these qualities and help the admissions committee see the value you would bring to their institution.

How can you make sure you address all the requirements?

To address all the requirements for a first-generation college student essay, start by carefully reading the essay prompt and guidelines provided by the college (Pascarella et al., 2004). Take note of any specific questions or topics they ask you to cover, such as your family background, educational experiences, or personal challenges. Be sure to adhere to word limits and formatting requirements. Additionally, consider seeking feedback from teachers, counselors, or peers to ensure you are addressing the prompt effectively.  

3. Brainstorming Your Story

How can you identify your unique experiences as a first-generation student.

Reflect on your educational journey to identify your unique experiences as a first-generation student (Engle & Tinto, 2008). Consider how your family background has influenced your academic experiences, your challenges, and the resources or support systems you've utilized. Consider your achievements and how your first-generation status has shaped your personal growth. By exploring these aspects, you can identify the key experiences that will form the basis of your first-generation college student essay.

What challenges have you faced, and how did you overcome them?

In your first-generation college student struggles essay, it is important to share your challenges and how you have overcome them (Inman & Mayes, 1999). Reflect on the obstacles you have encountered, such as financial constraints, cultural differences, or lack of access to resources. Describe the strategies you used to overcome these challenges, such as seeking help from mentors, developing time-management skills, or engaging in extracurricular activities. By sharing these experiences, you can demonstrate your resilience and adaptability to the admissions committee.

How can you highlight your resilience and determination?

• Focus on specific examples demonstrating your ability to overcome adversity and pursue your academic goals (York-Anderson & Bowman, 1991).
• Describe the personal qualities and skills you have developed through your experiences, such as problem-solving, perseverance, or leadership.
• Emphasize these qualities' impact on your personal growth and future aspirations. You can create a compelling and inspiring first-generation immigrant college essay by showcasing your resilience and determination.

4. Creating an Engaging Narrative  

How do you start your first generation college student essay with a strong hook.

To start your first-generation college student essay with a strong hook, begin with an attention-grabbing sentence or a thought-provoking question related to your experiences (Graff & Birkenstein, 2014). This opening statement should pique the reader's interest and entice them to continue reading. Use vivid language and powerful imagery to create a compelling introduction that sets the tone for the rest of your essay.

What are the key elements of an inspiring and engaging story?

Key elements of an inspiring and engaging story include a clear focus, a strong narrative arc, and compelling characters (Zinsser, 2006). A first-generation essay should focus on your unique experiences and challenges as a first-generation student. Develop a narrative arc that takes the reader through your journey, showcasing your growth, resilience, and determination. Create compelling characters, such as yourself, your family, or your mentors, to bring your story to life and make it relatable to the reader. 

How can you use anecdotes and vivid descriptions to make your first-generation immigrant college essay stand out?

To make your essay stand out:.

• Use anecdotes and vivid descriptions that showcase your experiences and emotions (Hacker & Sommers, 2011).
• Use specific, concrete details to paint a picture of the events, people, and settings that have shaped your first-generation journey.
• Show rather than tell by using sensory language and strong verbs to evoke emotions in the reader.

You can create an engaging and memorable first-generation immigrant college essay by incorporating anecdotes and vivid descriptions. 

5. Organizing Your Essay

How do you create a clear and logical structure for your essay.

To create a clear and logical structure for your first-generation college student essay, start by outlining your main ideas and supporting points (Hacker & Sommers, 2011). Arrange these points in a logical order that follows a clear progression, such as chronological, thematic, or cause-and-effect. This organization will guide your reader through your story and make your essay easier to follow and understand.

What should you include in the introduction, body, and conclusion?

In the introduction, provide a brief overview of your essay's topic, a hook to capture the reader's attention, and a thesis statement that outlines the main points you will cover (Graff & Birkenstein, 2014). In the body, develop your main ideas and supporting points in separate paragraphs, using evidence and examples to illustrate your points. The conclusion should summarize your main ideas, restate your thesis statement, and leave a good impression on the reader, emphasizing the importance of your experiences as a first-generation college student (Zinsser, 2006).

How can you ensure smooth transitions between paragraphs?

To ensure smooth transitions between paragraphs, use transition words and phrases, for example, "however," "in addition," "on the other hand," or "as a result" (Hacker & Sommers, 2011). These words help guide the reader from one point to the next and show the relationship between your ideas. Additionally, ensure each paragraph begins with a clear topic sentence that connects to your thesis and the previous paragraph. This cohesion will help your essay flow smoothly and be more engaging for the reader.

6. Writing Tips for an Inspiring First Generation College Student Essay

How can you maintain a personal and authentic voice throughout your essay.

To maintain a personal and authentic voice in your first-generation college student essay, write conversationally, using natural language and first-person pronouns (I, me, my) (Zinsser, 2006). Share your unique experiences and thoughts, and avoid using generic phrases or trying to sound overly academic. You'll create a relatable and engaging essay that resonates with your reader (Graff & Birkenstein, 2014).

What are the best ways to maintain simplicity and clarity in your writing?  

Maintaining simplicity and clarity in your writing involves using clear, concise language and short sentences (Zinsser, 2006). Avoid jargon, complex words, or lengthy sentences that may confuse your reader. Instead, choose simple words and phrases that accurately convey your ideas and break down complex thoughts into smaller, more manageable parts (Hacker & Sommers, 2011). This approach will ensure that your essay is easily understood by readers of all backgrounds, including those from ESL countries.

How do you avoid common writing pitfalls, like clichés and overgeneralizations?

To avoid clichés and overgeneralizations in your first-generation college student essay, focus on providing specific, concrete details and examples from your experiences (Zinsser, 2006). Instead of relying on stock phrases or general statements, use vivid descriptions and anecdotes that illustrate your points and showcase your unique perspective. By grounding your essay in specific details, you'll create a more engaging and memorable narrative that stands out among first-generation college students' personal statement examples (Graff & Birkenstein, 2014). 

7. Submitting Your Essay

  what should you double-check before submitting your first generation college student essay.

Before submitting your first-generation college student essay, it's essential to double-check a few key elements to ensure your essay is polished and error-free. First, proofread your essay for grammar, spelling, and punctuation errors (Hacker & Sommers, 2011). Second, verify that your essay meets the required word count and formatting guidelines specified by the college or university. Finally, ensure that your essay addresses the prompt, demonstrates your unique perspective as a first-generation student and has a coherent structure with smooth transitions between paragraphs (Graff & Birkenstein, 2014).

How can you ensure your essay makes a lasting impression on the admissions committee?

To ensure your first-generation college student essay leaves a lasting impression on the admissions committee, create a compelling narrative showcasing your resilience, determination, and unique perspective (Zinsser, 2006). Use vivid descriptions and anecdotes to engage your reader and maintain a personal and authentic voice throughout the essay (Graff & Birkenstein, 2014). Moreover, make sure your essay is well-organized and error-free, as a polished and professional essay demonstrates your commitment to your education and your ability to succeed in college (Hacker & Sommers, 2011).

In conclusion, writing an inspiring first-generation college student essay is crucial for showcasing your unique experiences and resilience to the admissions committee (Graff & Birkenstein, 2014). By creating a compelling narrative and addressing the essay prompt, you can demonstrate your potential to succeed in college and overcome the challenges that first-generation students often face (Zinsser, 2006). By observing the step-by-step process outlined in this guide, you can craft a powerful and engaging essay to help you stand out among other counterparts and increase your likelihood of admission to your dream college. 

As a first-generation college student, you should be proud of your accomplishments and embrace the unique experiences that have shaped your educational journey (Hacker & Sommers, 2011). Your resilience, determination, and perspective are invaluable assets that can contribute to your success in college and beyond. Use your first-generation college student essay as an opportunity to celebrate your achievements, share your story, and inspire others who might be facing similar challenges. Remember, your unique background and experiences can be a source of strength and inspiration for yourself and those who read your essay.

SUGGESTED READINGS:

" How First-Generation College Students Find Success "  by Kameron Higginbotham: 

This article, published in the Journal of Postsecondary Student Success, discusses strategies and recommendations for colleges to increase retention among low-income, first-generation students​​​​.

" First-Generation College Students as Academic Learners: A Systematic Review " : 

This literature review conceptualizes first-generation college students as learners, focusing on how their lived experiences can aid their academic learning and personal growth​​​​when connected to academic content.

" Journal of First-generation Student Success " : 

This publication, part of NASPA - Student Affairs Administrators in Higher Education, is a robust resource managed by the Center for First-generation Student Success. It provides a variety of articles and research on the experiences and challenges of first-generation students​​.

" Reflections of a First-Generation College Student, American, and Scholar " : This piece in the National Center for Biotechnology Information (NCBI) reflects on the personal experiences of a first-generation college student, offering insights into the unique challenges faced by students whose parents did not complete a bachelor's degree​

" Is First-Gen an Identity? How First-Generation College Students Make Meaning of Institutional and Familial Constructions of Self " : 

This article explores how first-generation college students construct their identities in the context of their institutional and familial backgrounds. It's a thoughtful examination of the intersection between personal and academic life for these students​​.

LIST OF REFERENCES:

• Collier, P. J., & Morgan, D. L. (2008). “Is that paper due today?”: Differences in first-generation and traditional college students' understandings of faculty expectations. Higher Education, 55(4), 425-446. 
• Cushman, K. (2006). First in the family: Advice about college from first-generation students. Providence, RI: Next Generation Press. 
• Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income, first-generation students. Washington, DC: Pell Institute for the Study of Opportunity in Higher Education. 
• Graff, G., & Birkenstein, C. (2014). They say/I say: The moves that matter in academic writing. New York, NY: W.W. Norton & Company. 
• Hacker, D., & Sommers, N. (2011). Rules for writers. Boston, MA: Bedford/St. Martin's.
•  Inman, W. E., & Mayes, L. D. (1999). The importance of being first: Unique characteristics of first-generation community college students. Community College Review, 26(4), 3-22. 
• Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First-generation college students: Additional evidence on college experiences and outcomes. The Journal of Higher Education, 75(3), 249-284. 
• York-Anderson, D. C., & Bowman, S. L. (1991). Assessing the college knowledge of first-generation and second-generation college students. Journal of College Student Development, 32(2), 116-122. 
• Zinsser, W. (2006). On writing well: The classic guide to writing nonfiction. New York, NY: HarperCollins.

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The First-Generation College Student Experience Essay

The term ‘first-generation college students’ is used to describe the scholars who are usually the first people in their immediate families to study in a college within the United States. The experiences of first-generation college students can be both positive and negative. Most first-generation students have some advantages and disadvantages when they are pursuing a college degree. Most first-generation students often face the challenge of adapting to an academic culture while they continue to maintain a connection with their cultural values and family customs. The difficult scenarios that surround the situations of first-generation college students are reflected by an article that appeared in the “New York Times”.

The article follows the experiences of three girls who are first-generation college students. Besides, all the girls who were featured in the article came from poor backgrounds and they could barely afford to pay for their college fees. According to the article, the scenarios surrounding first-generation college students are complicated by social, psychological, and financial factors. The three featured students are Melissa, Angelica, and Bianca. The author of the article that is titled “For Poor, Leap to College often ends in Hard Fall” theorizes that it is almost impossible for college students from poor backgrounds to make it through college. This paper uses Angelica’s case to show that first-generation students face difficult hurdles in their quest for a college education.

Melissa, Angelica, and Bianca were all gifted students in their formative levels of education. Furthermore, all three students were enrolled in a college-prep program because they showed better academic abilities when they were compared with their classmates. After enrolling in a college-prep program, all three students showed that they were able to accomplish all the college-related tasks that were presented to them. Angelica was an A-student throughout high school. Furthermore, Angelica managed to achieve an overall general point average of 3.9 over her four-year stint in college.

I believe that Angelica’s educational fortunes started to decline when she joined college. None of her other personal challenges including her poor background and her strained family relationships had managed to slow her down until she was rejected by Northwestern University. I think that after being rejected by her academic institution of choice, Angelica developed low self-esteem and decided to apply to one of the schools that had contacted her earlier. Although Angelica’s financial troubles could have been solved at Emory, her lack of additional support led her to lose her chance of attaining an affordable college education. I am convinced that a lack of finances was not Angelica’s main undoing. However, if her family, educators, and other mentors had ‘pushed’ her to follow up on her college routine, her academic fortunes would have fared better. It is also important to note that the lack of fees eventually prompted Angelica to drop out of college.

It is apparent that although financial troubles were a major obstacle to Angelica’s academic achievements, there were other contributing factors. In my opinion, Angelica’s humble financial background as the daughter of a Wal-Mart employee is the main barrier to her successful college experience. If Angelica’s family could pay for her college fees, it would have been possible for her to enjoy an alternative college experience. For example, it would have been possible for Angelica to pay the $40,000 tuition fee that was necessary to study at Emory without experiencing financial difficulties. Other than financial problems, Angelica also suffered from a lack of support from her family especially her mother. Angelica’s mother was her primary benefactor but because she did not have any experience dealing with college matters, she offered little help to her first-generation daughter. Angelica was a first-generation college student and she was likely to identify with the plight of her immediate family. Thereby, Angelica ended up neglecting her college commitments. From the article, it is clear that during Angelica’s stay in college she never fully embraced the persona of a college student. For example, Angelica kept omitting details in her application forms. In my view, Angelica’s quest for a college education was cut short by a series of barriers.

In my opinion, not all of the challenges that were faced by Angelica were avoidable. For example, Angelica could not change her and her family’s financial circumstances. Angelica lacked the financial resources that could have alleviated most of her college-related problems. However, I believe that as a first-generation college student Angelica could have eased most of her troubles by seeking the help of an experienced mentor or consultant. Although the latter would require payment, Angelica’s financial troubles could have been eased by seeking consultation services. Therefore, Angelica would have been able to avoid most of the mistakes that she made during her initial application to Emory. Alternatively, Angelica could have personally contacted Emory’s administration for a detailed explanation of the institution’s application procedures. However, Angelica complicated her situation by adopting a complacent attitude after she found out that her financial burden could be eliminated.

Various interventions could have helped avert Angelica’s college-related difficulties. The college-prep program that Angelica was enrolled in high school only took care of her intellect/academic based needs. However, the prep program could have covered college-application procedures. Colleges do not only focus on academic performance when admitting students into their institutions. It would have been beneficial for Angelica to find out what college-application situations favored her particular conditions such as her gender, race, location, and finances. Angelica would also have sought advice from mentors who were familiar with the college admission procedures as she was a first-generation student. Seeking mentorship would have ensured that Angelica was prepared for her college experience both mentally and financially. I would advise Angelica to retrace her steps and go back to Emory. Emory is a college that takes care of the students who lack the financial abilities to finance their education. Furthermore, the college has been helpful but Angelica has not shown the institution’s administration her determination and cooperation.

I have encountered challenges that are associated with being a first-generation college student. When I was applying for college, it was hard to get information that could help me. However, unlike Angelica, I turned to all sources of information to avoid making a mistake. For instance, I spent a lot of time on the internet seeking information about applying to universities abroad. Furthermore, I called some friends who were studying abroad and enquired about application procedures. My parents were not sympathetic to my decision to attend college mostly because they do not have much value for a college education. Nevertheless, unlike Angelica, I have not faced any financial difficulties during my college experience.

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What should I write my college essay about?

by: Connie Matthiessen | Updated: December 13, 2022

Print article

It’s college essay time: a season of sighs, false starts, revisions, tears — and many late nights. Few students breeze through this part of the college application process because writing a good college essay is no easy task. It can be particularly challenging for first-generation college students, who tend to dismiss the real-life circumstances that make their experience unique. Here, first-generation students and experts who work with them offer valuable insights and advice.

Sharing who you really are

One of the most challenging aspects of the essay-writing process is identifying a topic to write about. Many first-to-college applicants think their experiences and accomplishments aren’t impressive enough to wow college admissions officers, so they get discouraged before they even begin. But first-generation college applicants have typically overcome obstacles that other students haven’t — and it’s a story worth sharing.

“It is hard for anyone at any age to reflect on their lives,” says Marisa Urrutia Gedney, Director of In-School Programs and College Access at 826LA , a nonprofit that helps students improve their writing skills and promotes access to college for low-income and first-generation college students. “That is what the essay process is asking students to do. And they are just 17 years old!”

Many students think that the essay is primarily about proving how accomplished they are academically, according to Urrutia Gedney. “Kids will say, ‘Colleges want really smart people!’ And of course, that is intimidating.”

In fact, the purpose of the college essay is to give college admissions officers a glimpse of a student that they can’t glean from their high school transcript or other questions on their application. “We tell students, ‘Colleges really want to get to know you,” says Urrutia Gedney. “It isn’t just about GPAs and test scores. They want students who are well-rounded, who show character and resilience in difficult circumstances. We tell them, ‘Colleges aren’t looking for superheroes. You’ve accomplished a lot. You don’t have to make things up.'”

“I tell kids that the essay is important because it allows you to tell a different story from the basic demographic information that you provide in your application,” says Nick Watson, Director of College Access at ScholarMatch , a San Francisco nonprofit that helps kids navigate the college process . The essay can — and should — help kids “come alive” for admissions officers, he says, and be more than a GPA and SAT score.

Choosing which story to tell

Experts like Watson and Urrutia Gedney agree that the everyday challenges students face often make the most compelling essay topics of all. “The thing I see most often with first-generation kids is that they think they don’t have a story to tell,” says Watson, “but most have had rich experiences that colleges are going to want to hear.”

These experiences might include taking care of younger siblings every day after school, for example, or picking up groceries for a grandparent, or working an after-school job to help the family cover rent. In rapidly gentrifying urban areas across the country, low-income families are often displaced, which means that students must leave neighborhoods they’ve known all their lives and start over at a new school or endure a long commute. Such experiences demonstrate qualities that colleges are looking for, including courage, grit, responsibility, leadership, and resilience.

“By asking deeper questions, we try to help students see that they do have a story to tell,” Watson says. “I ask kids, ‘What have you learned from helping your mom pay the bills? What has that weekend or after-school job taught you? How are you going to use that knowledge going forward?’ It often takes some digging to help them get there.”

For Ernesto Ye Luo, it took many drafts and a college rejection to help him get there. Ye Luo lived in Panama until the age of 10, when his family moved to San Francisco. He says his original essay, which he submitted to Middlebury College in his early decision application, covered too many topics. “I talked about moving from Panama to San Francisco,” he recalls. “I talked about my life in Panama. I talked about summer programs I’d done. Nick and the other writing coaches at ScholarMatch told me to focus on just one topic, but I guess I didn’t understand what they meant. My essay was all over the place.”

Ye Luo wasn’t accepted at Middlebury and he was devastated. Looking back, he thinks he may have been rejected, at least in part, because his essay was so scattered. He went back to ScholarMatch, and this time he wrote about his family’s move from Panama, and the challenges he faced starting over in a new country where he didn’t speak the language.

Ye Luo had a compelling story to tell. As a Chinese person in Panama, he never felt that he fit in. But in the US, he felt just as out of place. “Kids made fun of me because I was a Chinese kid who could only speak Spanish,” he says. His family was very poor and lived in a cramped, one-room apartment. They shared a bathroom and kitchen with other tenants. Ye Luo became withdrawn and discouraged, and he was failing in school.

His parents helped him turn things around. His family is Hakka, a Chinese ethnic group that has always faced discrimination. His parents told him, “We Hakka people move everywhere around China and around the world, and we adapt to new environments all the time. That is our history.”

Ye Luo says that their words gave him a sense of pride and determination to succeed. “It was the first time I really looked at myself,” he recalls. “I started to work hard in school. Up until then, I wasn’t trying. I tried to adapt socially and academically.” Ye Luo enjoyed high school far more than middle school, he made friends, joined the wrestling team, and took his GPA from a 1.9 to a 4.0.

After Ye Luo rewrote his essay with a narrower, deeper focus, he was accepted by a number of colleges, including Wesleyan University, where he is now a freshman. He hasn’t yet declared a major, but he’s studying Chinese in Wesleyan’s College of East Asian Studies.

What colleges want to know

At ScholarMatch, Watson uses freewriting exercises to help students start their essays. Students come to ScholarMatch workshops feeling nervous about the process. Freewriting helps kids relax and simply write; it also usually helps elicit an essay topic. For the exercises, Watson asks students to write whatever comes into their minds. From the freewriting, he and other writing coaches help students identify points they can develop into an essay.

At 826LA, Urrutia Gedney and volunteer coaches help students identify essay topics by asking questions like the following:

• What responsibilities do you have at home and in your family?
• What do you enjoy doing that makes you feel happy?
• What do you consider your greatest joy?
• What are you proud of?
• Do you have a greatest accomplishment?
• What do you do when you don’t have enough (money, time, help, etc.) to do the things you have to do/wish to do/dream of doing?

“We listen to their experiences and give them feedback,” says Urrutia Gedney. “Like, ‘I learned x, y, and z about you. These are the kinds of things colleges want to know,'” says Urrutia Gedney.

Not your typical high school essay

Many kids get overwhelmed by the format of the college essay. They’re used to writing five-paragraph essays for high school, and it is difficult for them to ditch that structure to tell a better story. “They’re thinking in terms of introduction, body, and conclusion,” says Urrutia Gedney. “I tell them, ‘Don’t think of this as a writing assignment. Instead, think about what you would say if the person was standing right in front of you.’ This seems to help kids write in their own voice.”

Students’ first drafts are often overly general, and Urrutia Gedney and Watson both encourage students to use details. “If you take care of your siblings after school, what does that care look like?” says Urrutia Gedney. “Do you pour them a bowl of cereal or do you make a meal? What do you make? Do you help them with their homework or go to their parent-teacher conferences? These kinds of details will take your essay from the general to the personal.”

Watson often has to work with kids from immigrant backgrounds to tell their own stories. “Some of their essays have been among the best I’ve seen,” he says. “Their stories are about resiliency and persistence. The only thing is they often want to tell the story from the perspective of their parents. They see that their parents have had to work so hard to get where they are. They have such reverence for what their parents have been through that it is hard for them to think about themselves. I have to ask them, ‘What has it been like for you?’ They don’t realize that they have global experience, and can bring so much to the table.”

Life stories

Watson marvels at some of the stories he’s heard from students. He recalls a high school senior who was homeless and lived for several months with his mother in their car. For Watson, it wasn’t just the student’s circumstances that were noteworthy, but the way he talked about them. “He described being homeless in just a few sentences,” says Watson. “What he focused on in his essay was lying in the car at night, and thinking about school, and why school brought him so much joy. He was just so grateful for the opportunity to learn.”

For Urrutia Gedney, the college essay has value beyond helping a student get into college. “Kids start out thinking that they just have to prove to colleges, ‘I am a good student,’ vs. ‘I help raise my brother,’ or, ‘I take care of my grandma.’ This is an eye-opener. It’s the first time they’ve been asked to talk about what they do, and they realize that they have handled responsibilities that many adults couldn’t handle. It’s an exciting moment, not just in terms of their essay, but for their own sense of pride in what they have accomplished.”

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Home — Essay Samples — Education — College Students — The Journey of a First-Generation College Student

The Journey of a First-generation College Student

• Categories: College College Students

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Words: 529 |

Published: Sep 5, 2023

Words: 529 | Page: 1 | 3 min read

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Defying the odds, navigating unfamiliar terrain, the strength of resilience, forging a path of empowerment, breaking down barriers, achieving academic excellence.

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How 5 First Generation Students Transformed Hardship Into Opportunity

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Writing a compelling personal statement is hard. These 5 first-generation applicants tapped into deeply personal experiences and allowed their authentic voices to shine. It’s no wonder they were accepted to  UPenn , Wesleyan , Harvard , UCLA and UCF . 

Harvard ‘18

I live in a single-parent home, with my mother and little sister. My father died when was I as two years old, and it has been a struggle. I have never had a true, male role model in my life. It has been hard growing up without truly knowing how to be a man. Despite that, my mother and grandmother have been there to raise me. My mother tells me that she is my mother and father; that is true to some degree. At the end of the day, there is still a hole that has not been filled. I do not let the hole hold me back from pursuing and accomplishing my goals. My grandmother tells me that I may not have an earthly father, but I definitely have a heavenly father. That is reassuring, because I know that there is always someone watching me and I believe that my heavenly father teaches me how to be a man. Read on . 

“I feel good! Oh, I feel so good!” I shouted out at the top of my lungs as a member that I serve asked about my well-being. I always felt awkward responding in this particular manner, but it is all in good spirit of promoting positivity and altruism within our daily schedule. Occasionally, my neighboring peers would get embarrassed by me and would keep their distance, but I stand my ground, completing the chant to its entirety and finishing it off with a scream. Keep reading . 

Many of the language challenges my parents face in America on a daily basis are easily solved if I am around to interpret, which was why I never really considered their language barrier as a hardship. Unlike my parents, when I lived in China, I did not always have interpreters by my side to assist me when my Mandarin failed me, which caused many unfortunate misunderstandings. My six weeks in China, although minuscule compared to the time my parents have spent in America, helped me appreciate my family’s cultural background and my parents for all they have done to raise my sister and me in a foreign country. View full profile . 

I was only nine months old when my parents decided to uproot their lives and travel overseas from Nicaragua to Florida, in hopes of anticipating everything the Land of Opportunity had to offer a pair of newlyweds and their infant son. Having been raised in a small home where I watched my parents come home from working their minimum wage jobs, I was taught firsthand the value of perseverance and the significance of dedication. Continue reading . 

Wesleyan ‘19

The harsh scent of Windex filled my nose while I whipped the damp paper towel across the arched windows. My mom called out, “Camilla, why aren’t you finished with the windows. We still have lots of work before we can leave for the day.” Hesitantly, I picked up more paper towels to cover with gallons of Windex and quickly finished the rest of the windows until they were crystal clear. My mother, beside me, was sweeping up a combination of dust, dirt and a few bugs here and there, weeks worth of grime buildup. When I finally finished the windows I urged my mother to agree that that the house was clean enough to leave; however apparently it wasn’t clean enough to earn my mother’s approval. So we kept wiping, sweeping, mopping, vacuuming and sweating. Once the sun began to set, around 7 o’clock, my mother decided she was done for the day. However, my day would not stop until sometime past midnight; I still had biology homework to finish. Read more . 

Choosing where to go to college is an incredibly important decision. Make an informed choice by talking to current students on our  mentorship platform . Access 60,000+ successful  college application files  uploaded by college students (they get paid when you view them). AdmitSee is a community of students helping students. Our goal is to bring much-needed transparency to higher education. 

About The Author

Frances was born in Hong Kong and received her bachelor’s degree from Georgetown University. She loves super sad drama television, cooking, and reading. Her favorite person on Earth isn’t actually a member of the AdmitSee team - it’s her dog Cooper.

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Thriving Diversity: Support for First-Generation College Students

By Rosa Vega Rodriguez

Published: October 04, 2023

2nd place McPartlin Award

“This is so easy,” a voice from the other side of the table says. I can feel the blood rushing to my cheeks. My ears feel warm. I try to focus on the paper in front of me. I can’t seem to understand a single word. This is my first tutorial class. We have been given a problem set to solve, and this is the first time–followed by many, many others–that I felt behind and isolated. I decide to seek help. I arrive on a Thursday afternoon in the Math Help Room. The room is packed. The small space is dense and warm from all the students crammed into one spot. Students stand lining the walls. Eyes exhausted but searching desperately for answers. Everyone has a laptop open. Calculus homework is pulled up on every webpage. Two tutors are quickly jumping between the small, connected classrooms. Students walk in, tired from a long day of lectures. They scan the room and leave. Desperation, exhaustion, and panic envelop the room. Students want help, yet they do not receive it enough. As a first-generation student, seeking help is hard, but finding adequate assistance has been harder. The University of Notre Dame should be providing more support for students, especially those who are the first in their families to attend college.

In this essay, I argue that Notre Dame should give more financial assistance to support programs for first-generation students, such as the Transformational Leaders Program (TLP), the Office of Student Enrichment (OSE), and the Learning Resource Center (LRC). Placing priority on these kinds of programs is important not only because they would help first-generation college students succeed academically, socially, and financially, but because it would open opportunities for more diversification of the university. First, I will outline the problem created by limited resources for first-generation students. Second, I will explain the positive effects of support programs for these students. Third, I will suggest that Notre Dame provide more funding for the expansion and improvement of these programs.

Separation from family for the first-generation college student is a double-edged sword. On one hand, a family may be proud of their member going to college. On the other hand, the student may feel coerced to always do their absolute best. In the article, “How First-Generation College Students Adjust to College,” researcher Melinda Gibbons of the University of Tennessee writes of a participant's struggle with feeling motivated yet pressured by her family: “My mom and dad had worked so hard going through multiple jobs just to put me and my three other siblings through school. I am the first one to actually go to a university … so it’s really on my shoulders. I can prove that all their work is not in vain” (500). A tremendous amount of pressure arises from being a first-generation college student. Many students refrain from reaching out for help for fear of disappointing their parents.

Additionally, most first-generation college students are ill-prepared for college expectations. In The Hidden Curriculum , a sample revealed that 44 percent label themselves as “less academically prepared” than their peers in their second year (Gable 28). Rachel Gable–director of institutional effectiveness at Virginia Commonwealth University, author, and graduate of Harvard University–noted that universities, especially those held in high prestige and made up of a significant number of legacy students, have a hidden curriculum. A hidden curriculum is a certain set of indirect rules that people follow to succeed in college. The hidden curriculum is not concrete, but rather “a site of contestation concerning what the institution represents, whom it serves, and how it defines success” (Gable ix). Since first-generation college students are the first in their families to attend college, they often lack the necessary knowledge for succeeding. According to Dr. Paul Thayer’s article, “Retention of Students from First Generation and Low Income Background,” first-generation college students “have limited access to information about the college experience, either first-hand or from relatives” (4). They are also “likely to lack knowledge of time management, college finances and budget management, and the bureaucratic operations of higher education” (4). In accordance with this, the article, “First-Generation College Students: A Literature Review” states, “[Low-income, minority, and first-generation students] often do not understand the steps necessary to prepare for higher education which include knowing about how to finance a college education, to complete basic admissions procedures, and to make connections between career goals and educational requirements” (Tym 3). First-generation students have a hard time adapting to college and learning the necessary habits to succeed. Although first-generation students struggle to learn the rules of the hidden curriculum, most non-first-generation college students have the privilege of having this set of rules passed down to them from their parents. Whether it is directly or indirectly, academically educated parents set an example for succeeding that their children learn and replicate to the family’s advantage.

At Notre Dame, nearly 20 percent of the student body does not have this advantage, because they are “First generation/Pell/<$65,000 household income” ( Undergraduate Admissions ). While considering the importance of support programs for underrepresented and underprivileged students such as first-generation students, it is crucial to reflect upon the University of Notre Dame’s mission statement. In the mission statement, it states, “The intellectual interchange essential to a university requires, and is enriched by, the presence and voices of diverse scholars and students . . . What the University asks of all its scholars and students, however, is not a particular creedal affiliation, but a respect for the objectives of Notre Dame and a willingness to enter into the conversation that gives it life and character” ( Mission ). Through this mission statement, Notre Dame is implying the need for different people to bring about new ideas, conversations, and an inclusive environment on campus. In providing more resources for first-generation students, more people of different backgrounds will not only begin to see Notre Dame as a possibility but will be willing to go through the process knowing that they will gain support when admitted. Appealing to these programs for first-generation students will help the university diversify. After all, most first-generation students are low-income or from a minority background. Melinda Gibbons states that “[first-generation college students] represent about one-quarter of all traditional college-aged students and they present with unique needs and strengths. They are more likely to be students of color, tend to be from lower-income families, and have higher attrition rates from college” (489). In supporting programs, the University of Notre Dame will be providing encouragement and assistance to a growing diverse student population.

A current program that seeks to diversify Notre Dame and highlights mentorship support is the Transformational Leaders Program. The mission statement explains that this program “serves students’ academic, social, and spiritual development” by making sure students know about different resources that fit their individual needs. The mission’s aim is to assist students in achieving their academic goals while “staying healthy, grounded, and connected” ( Transformational Leaders Program ). Through this program, students of Notre Dame are able to gain a mentor. The groups of students under mentors’ supervision are called cohorts. Mentors often organize events for these cohorts in which students can meet new people. This program also has tutoring for a wide array of classes throughout the week. One of the biggest problems thus far is the mentor-to-mentee ratio. My current cohort is about 40 students. This means that one mentor has to guide 40 students of all kinds of backgrounds with all kinds of problems, stay up to date, and actively seek out opportunities for all 40 students. In addition, this high volume of students may make it difficult for all students to participate in one-on-one meetings. By providing more funding, Notre Dame will allow the Transformational Leaders Program to hire more mentors. Perhaps the reason this isn't already happening is that Notre Dame underestimated the number of students that would accept the invitation to join TLP. However, if Notre Dame wants to live up to its ideals of supporting increasing diversity, then it will invest more money in the Transformational Leaders Program. In turn, more students will be able to receive guidance and support and mentors will be able to be more involved in counseling students.

Like the Transformational Leaders Program, the O ffice of Student Enrichment supports low-income students, but in a financial way. The mission statement for this program is “to enrich the student experience of limited-resource Notre Dame students through informing, including, and investing in developmental programming and financial access” ( Office of Student Enrichment ). For example, OSE helps students purchase necessary materials, such as calculators and winter clothing, and also encourages involvement in social campus community events by paying for football tickets and club dues. The Office of Student Enrichment also has special events, such as FLI week, which is a week full of activities in support of first-generation low-income students. Notre Dame should continue to provide adequate funding for OSE so that the program can continue providing students with the materials they need to succeed academically and the experiences they need to succeed socially. In addition, with proper funding, the events that the Office of Student Enrichment leads will increase awareness of first-generation low-income college students.

Another major resource that Notre Dame should further support is the Learning Resource Center for tutoring. The struggle with tutoring can be summarized by a participating student who talked about her advanced curriculum. She mentioned not needing tutoring in high school, because understanding the content “just sort of came naturally.” However, in college where she was “learning things that are so far beyond [her] comprehension,” tutoring was a necessity now to understand her classes. It was hard for her to find a tutor that worked with her schedule and was in her discipline (Gibbons et al. 494). Despite the fact that LRC is an ally to students who need assistance, there is not enough availability. The Notre Dame Learning Resource Center website states that “students can register for only one 1:1 private tutoring session per week” ( Center for University Advising ). With students balancing up to five or more classes, having to choose one class to receive help on for one hour may not be helpful. On the good side, there are other options available such as drop-in tutoring which consists of study hall or “math rooms.” However, these areas can get easily packed and chaotic and it may be hard to receive help among a crowd of students. It is likely that Notre Dame has overlooked this issue since there are so many tutoring centers and study halls. They may not be aware of those that are exceeding a reasonable capacity. Notre Dame needs to recognize that tutoring is in high demand, especially for core classes. The university should closely track the use of these tutoring rooms. Once they collect the data, they can see that they need to devote more resources to provide the crucial help that students need. By discovering how many students are using tutoring the university can properly budget according to the demand. If the university wants to help students learn, then it will ensure that LRC receives more funding, so that more tutors can be hired and availability can increase.

Some may argue that since a student was accepted, they should have arrived at the university with the requirements necessary for a successful higher education. They may say that in filling out applications, prospective students are declaring that they are skilled and knowledgeable enough to succeed despite the rigor. Additionally, many of the universities that are held in high prestige are research universities, such as the University of Notre Dame. If research is the main goal of a research university, why should it place its money on teaching students instead of using it to fund investigations and experiments? Students should be responsible for their own education. They accepted this responsibility in applying for a university.

All great researchers start somewhere. In creating an environment for curiosity and encouraging students who want to learn, the University of Notre Dame will be nurturing the researchers of the future and opening doors for many people. There is a reason such a large emphasis is placed on diversity. Encouraging diversity brings about new people, new ideas, and new perspectives. In the article “The Benefits of Diversity,” author and researcher Daryl Smith points out that “Students in environments that are structurally and curricularly diverse develop more complex and critical thinking skills and actually learn more. [Studies] found that the presence of diverse students enhances the educational experience of all students, leading to the broadening of perspectives, increased exposure to alternative viewpoints, and more complex discussions and analysis” (19). In providing programs that welcome students of contrasting backgrounds, Notre Dame is creating a campus of students that are more aware and analytical, which are essential traits of a good researcher.

In order to better support first-generation students, Notre Dame should provide more funding and advertising for programs like the Transformational Leaders Program, the Office of Student Enrichment, and the Learning Resource Center tutoring. These three programs cover the three critical aspects of providing an environment for first-generation college students to flourish. Through TLP, Notre Dame advances mentorship. In terms of educational support, Notre Dame should consider making larger spaces for tutoring. An example of this is the Math Room. Additionally, hiring more well-trained tutors will in turn create more availability. The funding and increased awareness of these programs will ensure that first-generation low-income students get the support they need.

In order to provide more funding to these programs, the University of Notre Dame can add first-generation support as a designation to its donation website. In the past, Notre Dame has reached out to parents of current students at Notre Dame, alumni, and other supporters asking for “gifts” or donations to support the student body. There are currently three different funds: Notre Dame Fund, Rockne Athletics Fund, and Financial Aid. There are also smaller sections called “Giving Societies” ( Give to ND ). In order to support first-generation programs, Notre Dame could add a fund with that title or could make subsections for the three current programs that most support first-generation students. Additionally, in the past, Notre Dame has offered shamrock pins, collector’s lanyards, and bumper stickers as incentives for people to donate. Clubs, like 1st-G ND, which support first-generation students, can design different donation gifts for donors. These donation gifts could even be sold on campus to fundraise and increase awareness of first-generation college students. Through this method, the University of Notre Dame can receive direct donations for the Transformational Leaders Program, the Office of Student Enrichment, and the Learning Resource Center. In addition, people may be more likely to donate or make larger donations since they are able to identify where their money is going, and they may relate to or feel empathy toward first-generation college students.

In providing academic, social, and financial aid, the University of Notre Dame will be opening doors to people of various backgrounds. Since its mission is to create a diverse environment, Notre Dame should advocate for resources that help students who are struggling. A final and perhaps the most major goal for Notre Dame should be to increase its awareness of the people that need help. They need to realize that their goal of diversification requires more than just acceptance letters. This goal requires programs that will help those who are accepted succeed.

Works Cited

Center for University Advising . The University of Notre Dame. https://nd.mywconline.net/index.php . Accessed 3 Nov. 2022.

Gable, Rachel. Chapter 7. The Hidden Curriculum : First Generation Students at Legacy Universities . Princeton University Press, 2021. Accessed 18 Oct. 2022.

Give to ND. The University of Notre Dame. https://giveto.nd.edu/give?promotion_code=05991 . Accessed 5 Nov. 2022.

Inclusive Campus Survey Results . The University of Notre Dame, https://studentaffairs.nd.edu/news/inclusive-campus-student-survey-results/ . Accessed 25 Oct. 2022.

Mission . The University of Notre Dame https://www.nd.edu/about/mission/ . Accessed 1 Nov. 2022.

Office of Student Enrichment . The University of Notre Dame, https://studentenrichment.nd.edu/about/ . Accessed 25 Oct. 2022.

Rondini, Ashley C., et al. Chapter 5. Clearing the Path for First Generation College Students : Qualitative and Intersectional Studies of Educational Mobility . Lexington Books, 2018. Accessed 13 Oct. 2022.

Smith, Daryl G., and Natalie B. Schonfeld. "The benefits of diversity what the research tells us." About campus 5.5 (2000): 16-23. Accessed 23 Oct. 2022.

Thayer, Paul B. "Retention of students from first generation and low income backgrounds." (2000).Accessed Nov 9, 20222.

Tym, Carmen, et al. "First-Generation College Students: A Literature Review." TG (Texas Guaranteed Student Loan Corporation) (2004). Accessed 13 Oct. 2022.

Undergraduate Admissions . The University of Notre Dame https:/admissions.nd.edu/apply/ . Accessed 25 Oct. 2022.

Undergraduate Career Services First Generation . The University of Notre Dame, https://undergradcareers.nd.edu/information-for/first-generation/ . Accessed 25 Oct. 2022.

University Counseling Center First Generation . The University of Notre Dame, https://ucc.nd.edu/diversity-and-inclusion/first-generation-students/ . Accessed 25 Oct. 2022.

Watts, Gavin W., et al. “Experiences, Supports, and Strategies of First-Generation College Students.” College Teaching , vol. ahead-of-print, no. ahead-of-print, 2022, pp. 1–11, https://doi.org/10.1080/87567555.2022.2050669 . Accessed October 15, 2022.

How does Rodriguez’s personal experience not only inform the argument, but serve as an effective rhetorical device?

Examine Rodriguez’s bibliography. Discuss the sources, their genres, and the way they inform her argument.

• Identify Rodriguez’s topic sentences. How does she transition between ideas, while also establishing a line of reasoning?

Notice Rodriguez’s prose. Where does she use imagery and to what effect? Where does she choose to embed, unembed, and paraphrase evidence, and to what effect? How are the length of her sentences varied?

Rosa Vega Rodriguez

Rosa Vega Rodriguez is from Oklahoma City, Oklahoma and currently resides in Welsh Family Hall. She is studying Neuroscience and Behavior and Latino Studies. As a first-generation student, she wanted to raise awareness of the lack of resources–as well as the lack of assistance for current resources–for students like her. Through her argumentative essay, “Thriving Diversity: Support for First-Generation College Students,” Rosa acknowledges these current issues with the hope to inspire action. This essay analyzes three programs that help enable the success of first-generation students: the Transformational Leaders Program, the Office of Student Enrichment, and the Learning Resource Center. It also provides methods for the improvement of these programs. Rosa would like to thank Professor Damian Zurro for his creativity in helping her get through all her writer’s blocks. She would like to thank her Writing and Rhetoric professor, Professor Jessica Thomas, for her unceasing care and support. Finally, she would also like to thank her parents, Guillermo and Noemi, who continually choose to make sacrifices that have blessed her with many opportunities.

First-Generation College Student: An Expert’s Guide

In this article, CollegeAdvisor.com Admissions Expert KiKi explains what being a first-generation college student means. Kiki covers what first-generation college students need to know during the application process and how they can find resources to help them succeed in higher education. Want to learn more about planning for the future and the college application process in general?  Sign up to work with an admissions coach 1-on-1 .

Introduction

When I submitted my application to Princeton, I was the first in my family to apply to college. Uncertainties overwhelmed me: How would I pay for college? What resources existed for students from my background? How could I succeed in a place I knew nothing about? Years later, I’m an Admissions Expert at CollegeAdvisor.com and am also celebrating my admission to the University of Cambridge as a Marshall Scholar. Now, I reflect on those anxious times with relief. Despite each fear, pressing anxiety, and worrisome doubt, I turned out more than okay—I excelled.

In this article, we’ll look at definitions of “first-generation college students.” Often, the phrase is associated with “low-income college students.” Don’t worry, I’ll break down what these labels individually mean. As an aside, first-generation and/or low-income students are often referred to as FLi or FGLI students.

Next, I’ll share scholarship opportunities for students from FLi backgrounds. I’ll also discuss some campus resources to keep an eye out for as you compile a college list. I’ve largely gathered these resources from personal experience and from the experiences of other FLi students I built community with.

Given the flexibility of the FLi label, not every aspect of this article and advice may apply to you.

Who is FLi?

Before I attempt to establish what a first-generation college student is, I’ll first readily acknowledge the term’s ambiguity. Colleges and programs often have competing definitions for who counts as FLi. For example,  Northwestern University  defines first-generation college students as the “first in their families to graduate from a four-year college or university.” The Center for First-Generation Student Success acknowledges that it’s not that simple. In fact, they admit that this  definition  may need to be expanded to consider students whose parents attended college outside of the U.S. and/or those who weren’t raised by their biological parents. One  study  even found that “depending on the definition used, the percentage of first-generation students varied from 22% to 77% within a sample size.”

Who is a first-generation college student?

Colleges and programs often have differing criteria for who may be considered a first-generation college student. More broadly, as defined by  Brown University , a first-generation college student is “any student who may self-identify as not having prior exposure to or knowledge of navigating higher institutions such as Brown.”

A first-generation college student is not necessarily a student who was born outside of the country. In the admissions world, we call these students “international students.” A student can, however, be both an international and a first-generation student.

Relatedly, I’m often asked if a student whose parents have international college degrees is considered first-generation. This varies across institutions. However, it generally depends on certain factors. Did the parents graduate from Oxford or another top-ranking foreign institution? Do those international degrees aid that student’s parents in supporting their family? If the answer is yes to any of the above, I tend to believe such students do not count as first-generation college students. However, if a student’s parents have non-transferable or unrecognized international degrees, they may count as a first-generation college student.

In general, parents function as the marker as to whether you’re first-generation. Siblings’ degrees and the education level of non-immediate family members usually don’t matter. An exception to this rule is if you have little or no contact with your parent who has a college degree. In that case, you can likely self-identify as a first-generation student.

Who is considered a low-income college student?

Most colleges define low-income college applicants as those who qualify for  Pell Grants –federal grants given to applicants with family incomes below $50,000. In nearly all cases, these students qualify for need-based scholarships wherever they apply. For some schools, especially selective universities like the Ivy Leagues, incomes higher than $50,000 can also qualify for generous need-based scholarships. At Princeton, for example, the university will cover the tuition, college fee, and most of the room and board for any student whose family income is less than $100,000. Princeton will even award  full tuition  to a family earning as high as $160,000 per year. In other words, the “low-income” label changes depending on the school.

To dive even deeper into financial aid and how to pay for college, check out some of our other CollegeAdvisor Admissions Experts like our article  Harvard Financial Aid Guide: How I Paid for College .

The  New York Times  shares that first-generation and/or low-income are terms often used as a “proxy for underprivileged”–a way for colleges to promote education as a tool for social mobility. In other words, it’s assumed that “the student [and their] parents have little or no experience navigating the academic, financial and cultural barriers to higher education.” The FLi/FGLI label functions as a shorthand for the immense hurdles that some first-generation college students/low-income students face in higher education. Keep this in mind when considering whether you identify with these communities.

High School Resources for First-Generation College Students

Pre-college programs – juniors and sophomores.

I strongly recommend all FLi students apply to free pre-college programs before the college application cycle begins. During my junior year of high school, I attended the  LEDA Scholars program . This pre-college program changed my life. Not only could I access a vast of resources, but LEDA helped me edit my college essays and raise my standardized test scores. LEDA also introduced me to a larger community of similarly disadvantaged students.

LEDA isn’t the only pre-college program of its kind. For humanities students, check out  TASP  for juniors and  TASS  for sophomores (the latter serves students interested in Critical Race Studies). For students interested in STEM, MIT offers the  MITES  program, which supports minority students interested in the sciences. And all three of these renowned, prestigious programs are completely free!

In many states, including  North Carolina  and  New Jersey , you can also find funded Governor’s Schools for academically-gifted students. Lastly, look out for national programs like  Upward Bound  with local chapters supporting FLi high school students.

This list is far from complete, but it’s a good start for researching pre-college programs.

First-Generation College Student Scholarships – Seniors

Many scholarships support first-generation, low-income students. I personally won scholarships through the  Ron Brown Scholars Program  for Black-American students ($40,000), the  KPMG Scholarship  for young women ($40,000), and the  National Horatio Alger Scholarship  for students who’ve overcome hardship ($25,000). Other scholarships I strongly recommend researching include the  Coca-Cola Scholarship  ($50,000), the  Jack Kent Cooke Scholarship  (full-ride), and the  Gates Millennium Scholarship  (full-ride).

These national scholarships tend to operate on a general basis. This means they don’t specify academic/athletic interests, local regions, or specific cultural backgrounds. However, some scholarships assist students with specific interests or experiences. These include the  Hispanic Scholarship Fund  and the  Heisman High School Scholarship  for student-athletes.

Something I always underscore to FLi students is that while scholarships are important, admission to an elite school will almost always guarantee a full ride. Practically all of the Ivy+ schools–ranging from Harvard to Stanford to UChicago–meet 100% of demonstrated need in the form of grants. Though these schools are unquestionably difficult to get into, the promise of full financial aid is yet another compelling reason to aim high when applying for college.

College Resources for First-Generation Students

At Princeton, I was heavily involved in the first-generation, low-income community. I served as a co-president of the  FLi Council  and co-chaired the national 1vyG conference, which celebrates FLi students from selective universities. If it’s important to you to have a FLi community at your school, look for colleges with student organizations that uplift FLi students. Many universities now have centers and offices dedicated to FLi students–Brown has the Undocumented, First-Generation College and Low-Income ( U-FLi ) Student Center, UPenn has the  FGLi Program , and Princeton has the  Emma Bloomberg Center for Access and Opportunity . Some schools even have fly-in programs for FLi students that occur the summer before freshman year commences. These programs allow FLi students to explore campus and familiarize themselves with college-level coursework. At Princeton, I participated in such a program called the Freshman Scholars Institute ( FSI ).

Programs, student groups, and centers like these can deeply benefit first-generation college students as they transition into the higher education space. When creating your college list, make sure to check if the schools you’re applying to have similar resources.

To summarize, a first-generation and/or low-income college student is often one whose immediate family has not had access to institutions of higher learning. Given the power and privilege that a college degree can afford, colleges assume that families lacking such degrees are generally more disadvantaged, both socially and economically. As a result, it can be the case that first-generation students may struggle initially upon arriving at college campuses-especially elite ones—and that obtaining a college degree could change the course of their/their families’ lives.

It is important to note though that being first-generation is by no means an indicator of a student’s ability to succeed in and after college. For example, Michelle Obama, John Lewis, Michelle Kwan, and Ruth Bader Ginsburg are all first-generation college graduates.

As a reminder, many colleges devote additional resources to recruit FLi students onto their campuses. There are also ample pre-college programs, scholarships, and even institutionalized centers dedicated to uplifting and supporting FLi students through their undergraduate experience. Such resources have irrevocably changed the course of my life, and I wouldn’t be where I am without the support I received along the way.

This article on resources for first-generation students was written by senior advisor  Kiara “KiKi” Gilbert , Princeton University ‘21. To get help with your college applications from KiKi or other  CollegeAdvisor.com  Admissions Experts , click here to schedule a free meeting with one of our Admissions Specialists. During your meeting, our team will discuss your profile and help you find targeted ways to increase your admissions odds at top schools. We’ll also answer any questions and discuss how CollegeAdvisor.com can support you in the college application process.

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Student Voices: I’m one of the first in my family to attend college. Here’s how I got there.

Ronnie Estoque, a first-generation college student from South Seattle, shares five lessons he learned from the college-admissions process.

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Editor’s note: This is the third essay we’re publishing as part of Education Lab’s Student Voices program. Our Student Voices columnists are high school and college students writing about education issues that matter to them. Know a student with a story to tell about schools? Email Education Lab’s engagement editor, Dahlia Bazzaz:  [email protected] .

I’m a first-generation college student to-be, and my journey to higher education hasn’t been easy.

Born and raised in South Seattle in a low-income household with social stigmas all around me, I have attended public schools my entire life and graduated earlier this month from Cleveland High on Beacon Hill. My family came to this country from the Philippines in search of opportunity, and made a living working labor-intensive jobs in hotels and laundromats.

For us, college isn’t a given, and I had to motivate myself to pursue postsecondary education. For me, the college admissions process ultimately ended with a full-ride scholarship to Gonzaga University through the Act Six Scholarship Program. As I take the plunge into college this fall, I have some valuable lessons that might be beneficial to other potential first-generation college students.

1. Be proud of your story and find your motivation.

Subtle remarks like, “Wow you’re so lucky!” after someone hears you’ve received a college acceptance letter or a scholarship offer may tick you off initially, but don’t let people discredit the work you put into reaching your academic goals.

Personally speaking, it’s never been easy prioritizing my academics. Having to work part-time throughout my junior and senior years to provide for my personal expenses taught me the importance of independence, which translated into understanding myself more.

The reality of being poor bothered me growing up, but I told myself that everything in life is merely a temporary phase. The underlying parts of our identities, some of which may appear as potential setbacks, are not something students like me can wish away overnight. Breaking out of the economic cycle of poverty has been one of my main motivations for wanting to attend college, along with attaining the knowledge to become a political reporter. Few people in my family have professional careers, with most of my relatives working minimum-wage jobs to sustain themselves.

Above all, don’t let your achievements become devalued because your struggles are seen as unfair advantages during the college-admissions process compared with more-privileged students. Most will never fully know your personal story and struggles, but you must transform that into self-motivation.

2. Advocate for yourself.

For many first-generation college students, family members who are familiar with the college admissions process are scarce or nonexistent. This means being proactive about seeking advice and mentorship. As I was applying to college, I was scared, nervous, and unsure of myself. Self-doubt clouded my mind, about how I was going to figure everything out. Though all these emotions bubbled up inside of me, the physical effects of my stress never showed.

To find guidance, I applied to a college-readiness program during my junior year called the Achievers Scholars Program through the College Success Foundation (CSF). The program accepts students from across the state of Washington. Every year, 50 students at Cleveland High School are chosen for the program, and during my senior year I was accepted, and got to work with Dawn Cunanan, the program adviser.

“There are a lot [of programs], students just have to reach out and look for them,” Cunanan said. Through her mentorship I discovered scholarships that I could apply for, and she offered me valuable advice on how to maneuver through college and scholarship deadlines. My family members and family friends didn’t have information about these kinds of opportunities.

The Achievers Scholars Program connects students with mentors who have professional backgrounds, which allows students to gain a deeper insight on college and how it connects to the job market. More funding should go toward programs such as the College Success Foundation that support potential first-generation college students. Other college-readiness programs include College Access Now, designed for students who are low-income and have a 2.0 GPA or higher, and University of Washington’s Upward Bound, which offers college-level courses to students during the summer to help prepare them for the academic rigor of college.

I grew up in a household where I was told never to seek help unless absolutely needed. For me, asking for help was the hardest step I had to take during the whole college-admissions process, but the one that has most definitely paid off.

3. Overcome language barriers during the financial-aid process.

You must be patient when explaining the FAFSA (Free Application for Federal Student Aid) to your parent or guardian, and why its completion is vital to being able to afford college. A report from the College Board’s Advocacy and Policy Center, “Cracking the Student Aid Code,” highlights the disadvantages that the financial-aid system presents for non-English-language speakers and immigrant families.

Living under the guardianship of my uncle, who is from the Philippines, I had little help in deciphering and filling out the cryptic lines of the FAFSA. Initially, my uncle was skeptical about giving me his personal financial information so I could receive college financial aid. My family had never been super involved in my educational endeavors, and that disconnect had to be bridged during the financial-aid process.

For families of first-generation college students who don’t speak English or speak it as their second language, the challenge of filing a FAFSA can be even harder. “My dad just told me to figure it out by myself but I couldn’t because it was my first time looking at a tax report,” says Andy Huynh, who just completed his first year at South Seattle College. Huynh points out that more support should be offered to students who may not know how to properly translate essential parts of the FAFSA to their parents, and why they are important.

“My Chinese isn’t that good, so every time I explained it to my parents they wouldn’t get the point I wanted to get across to them,” Huynh said.

4. Define your success by your own standards.

Cleveland is a high school that students choose to attend, with a focus on the STEM fields — science, technology, engineering and math. The school places incoming students into one of two academies: School of Engineering & Design and School of Life Sciences.

During my freshman year I was placed into the engineering & design academy because I wanted to build upon my initial interest in computer science. After taking several courses in computer programming, I realized that the field was not for me. That same year, I was placed into a journalism writing class and began to develop a newfound interest in writing.

At times I have felt discouraged because of the declining stability and sustainability of journalism. My peers who seek careers in STEM fields that are typically high-paying kept me questioning my decision to focus more on writing. Through it all, I continued to cultivate my craft by finding  opportunities to write for publications through workshops (The Seattle Globalist) and internships (South Seattle Emerald). For me, success was finding opportunities to write about communities that I was a part of and giving a voice to the marginalized and underserved.

Becoming a first-generation college student only adds fuel to that fire of pressure as being the “last hope” for your family. Growing up in a Filipino household, I faced expectations from some family members who thought I should be a doctor or a lawyer to earn a high salary. As I got older, my family’s expectations for my career choice softened as I pursued more journalism opportunities and found my calling.

Whether you’re pursuing higher education at a community college or a four-year university, know that you are still accomplishing something that no one in your family has done.

5. Celebrate your accomplishments, but know that the journey is just beginning.

Getting accepted into college is only half the battle we’ll be facing. According to The Postsecondary National Policy Institute, first-generation college students “ … were less likely to complete their college degree in six years than their peers whose parents had at least some college experience (50 percent first-generation versus 64 percent non-first-generation).”

A study conducted at the University of North Carolina Chapel Hill identified barriers that first-generation students may face: insufficient academic preparation, limited college knowledge, cultural conflict, limited familial support, and financial constraints.

“My parents expected me to work at the same time and go to school, but that would cause problems because I would focus more on work than school,” Huynh said. “My parents would just talk about how I should be able to do both because I’ve had privileges and advantages that they weren’t able to get.”

Being a first-generation student, you are forging a path that no one in your family has walked. At times, you can feel alone, lost, or confused on how to proceed. Thankfully for me, the Act Six Scholarship Program grouped me with fellow scholars at Gonzaga University to build a support group that I will be able to turn to when I need help.

Colleges need to increase opportunities for first-generation students to build meaningful connections with faculty and staff early in the school year, and enhance communication about the resources available to them. This is easier said than done, and at times, first-generation students can fall through the cracks. I hope to continue to find community with other first-generation students next year, and gain a deeper understanding of what being a first-generation student truly means.

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First-gen Essays from Campus

Major: Journalism

I came to Richmond to play for the football team and live the dream of being a Division-1 football player. I quickly realized that this lifestyle was not for me, and I left the team after one season. Once I was removed from the support system of the team, I began to understand what it meant to be a first-generation student and the problems that come with it. My car broke down and I had trouble finding friends because I was intimidated by the apparent comfort that everyone else seemed to have. I felt as if I was the only student who wasn’t in a fraternity, and I felt that I dressed differently than everyone else. I did not feel as if I belonged at Richmond. Soon enough, though, I got connected with some professors in the journalism department who guided me toward opportunities that changed my life. I got involved with the student newspaper and met people who had similar interests as I did. The biggest thing I learned was that I do belong at Richmond, and that although it may seem that everyone else has it figured out, they don’t.

Assistant Director of Media and Public Relations, University Communications

I was the first in my family (of seven older siblings) to receive a college degree. Though my parents were supportive when I expressed interest in going to college, I basically had to navigate the process solo. I sought out counselors, set up campus visits, and talked with friends’ older siblings who were in college. I had to make my own way among family members who didn’t really understand higher education — let alone applying for financial aid, housing, etc. It was a tough but rewarding process, and walking across the stage after graduating from a small liberal arts college is among the proudest moments of my life.

Kevin Butterfield

University Librarian, Boatwright Library

I was the first in my family to attend college. Leaving a small town for a Big Ten university with 30,000 students gave me a big case of culture shock. The vital and supportive relationships I built during that first year carried me through my four years there.

Myles Estey, ’17

Major: Business Administration, Management Concentration

Minor: Healthcare Studies

My experience as a first-generation student has allowed for personal development people my age don’t typically experience. My "unfortunate" experience is something I cherish because it has shaped me into the person I am today. I know what it’s like to be raised in a single-parent household while receiving government assistance, but I also know that my socioeconomic status doesn’t limit my goals and aspirations. I’m motivated to be more than just a statistic, and by attending the University of Richmond, I think I have already accomplished that goal.

Andrew Gurka

Director, Office of New Student and Transition Programs

I grew up humbly, raised by a single mom who worked hard, always emphasized education, and was my biggest cheerleader. For me, college was a means to an end — my sights were always on the end (a diploma) and not on the journey of college. My days consisted of class, work at the library shelving books, class, grabbing some lunch and studying, class, going to work giving a campus tour, dinner, hanging out with some friends, and going back to my residence hall to study.

My support structures on campus were the staff whose offices I worked in during my four years at college – all of the “second mothers” that I had — like Maxine, the administrative assistant in the admission office, and others around campus who watched out for me, encouraged me, and helped me navigate the university structures and processes.

Senior Administrative Officer, Equity and Community

When I attended the hall social my first week at Davidson College I met women who had attended elite private schools and others who had spent the summer at camps where they sailed, hiked, and more. These were foreign experiences to me. I began to worry that I was already behind and lacking what I needed to succeed in college. I decided at the moment to work even harder, to dedicate myself to learning and exploring, and to keep an open mind. This mindset contributed to what turned out to be an amazing, transformative four years.

Chris Klein

Associate Director of Study Abroad, Office of International Education

I grew up in a very small town and graduated with 95 other students. My family was supportive of my plans to go to college and I did my studies at a large state university. I went to the advising center when I had questions about choosing classes and to the career office as graduation approached. I generally got good advice but I now see that much of it assumed that I knew what I was doing, and that was not always true. What I needed most was a basic explanation on how to make choices so that my college years would be as helpful as possible in getting me to the life I wanted. And I specifically needed to hear this from someone who understood the “culture” of college-educated people, yet could explain it effectively to someone like me who was not yet a member of that group. I never really found that kind of “cultural informant.” I changed my major several times and missed opportunities for internships and study abroad because I was still trying to figure out the basics of college for myself. My advice to other first-generation college students is to never be afraid to ask questions, big or small, of the faculty or staff. Many people in jobs like mine, and especially those of us who have shared our stories, are more than willing to talk with you about the world of college and what comes after.

Mari Lee Mifsud

Associate Professor of Rhetoric

Director of Women, Gender, and Sexuality Studies

Department of Rhetoric and Communication Studies

I was the first person in my immediate family to go to college. The story of why is a long and hard one, so I’ll stay focused on the experience. School and learning was for me a life raft and going to college a survival dream come true. When I arrived, I was in awe — of the freedom, the beauty and dignity of the space, the abundance of the library, the opportunities to study and learn and become human. That’s how much power I gave to college. I saw it as the way to become more human. I studied all the time, and I had a great social life. Which meant I never slept and hardly ate. Exercise was not even on my radar. Who has time for such things, I thought! Until my body gave out. I had to change and heal. So I did. I scheduled my classes in a smarter way to allow for more "down" time. I ended my over-extension in extra-curriculars. I kept a disciplined sleep, exercise, and eating schedule, as disciplined as my studies. And I learned to take care of myself, to avoid being a supernova — burning hot and fast and brilliantly, then quickly burning out! I am still living this lesson though, as I love school so much. Being a professor is a life raft, and a survival dream come true. I am in awe of our work as a University community, and I find I want to do everything all the time. But I have to remember to reserve time to take care.

Bianca Ortiz

Area Coordinator for Westhampton College

I am extremely proud to be a first-generation student, as my experience has challenged me to find courage, independence, and mentors. I always saw myself as a lover of academics and education. Applying to college was exciting but tough for me to imagine as no one in my family had any experience or financial means. I relied on really great educators, such as my college career counselor to help me pay for my ACTs and college applications. He taught me my first lesson, the importance of mentors. I have had so many throughout my educational journey who never let me feel like I did not belong in college. Transitioning to college challenged me socially as I felt it hard to meet others like me, but thinking beyond what I didn’t have, I focused on what kind of experiences I wanted in college. Finding my niche in working for Residence Life created a bridge to feeling socially acclimated to the new college environment. Being a first-generation student did present some financial challenges as I did not fully comprehend the financial side of paying for college. At the end of all the challenges that came from being a first-generation student, making it to graduation was one of my proudest moments. Being able to attend university and to graduate was not only a transformative experience, for me but also for my family.

Zach Perry, ’17

Major: Philosophy with a Concentration in Ethics

Minor: German Studies

Being surrounded by legacy students here at the University of Richmond definitely makes fitting in difficult. In addition to being a first-generation student, I come from a divorced family of now two handicapped parents and, as a junior, still struggle to fit in to the dynamic of the "Richmond stereotype.” While the stereotype itself is mostly a construct, having the extra baggage of finances, family burdens, and the societal pressure of "setting the first-gen precedent" creates a new kind of struggle that shouldn’t have to be fought alone. I found solace in being involved with the variety of cultural groups on campus and taking full advantage of the liberal arts curriculum here at Richmond. Music and theatre has also allowed me to express myself without feeling the need to prove I belong here and to embrace the idea of being a part of the "Spider Family."

Ann Pongsakul, ’16

Major: Health Care and Society

Not going to college was never an option. My parents always told me not to be stupid like them. It’s harsh but I always felt the need to do them justice and reach as far as I could. I had to navigate the college application process solo. Google was my best friend. I didn’t get in anywhere I wanted to because I didn’t apply to the right schools. I picked myself up and eventually landed at UR, where a wealth of opportunities opened up. But with that came challenges. I never knew transferring could be so emotionally and academically difficult. But I sought the help that I needed and still tried to put myself out there. The best present UR gave me was letting me study abroad in Switzerland for a year. Up until today, I’ve felt lost and helpless plenty of times. But I’m proud to say that I’m independent and strong, and my future is bright because I’m in control of it. Who knows, maybe I’ll live in Europe again one day.

Brittney Quinones, ’13

I didn’t know where to start. I was the only Latina in all honors classes. I thought I was on the right path. I was involved, getting good grades, working; simply self-motivated. Everything I heard about college was hearsay from my friends and their families from extensive college visits. Finally, the summer after my junior year, my mom and I took one trip and Richmond just happened to be on the list. How’d I find Richmond? The College Board matchmaker. In a big public school, you have to fend for yourself. Let’s just say, there’s much more to finding the right college than what you see on the websites. Somehow, after about 1,000 phone calls, we figured it out. It all seemed perfect until the beginning of my second semester at school. I felt alone, like I was the only one who felt unprepared for Richmond’s academic rigor. I didn’t fit in with the people who looked like my friends from home and I didn’t have money to eat outside of the dining hall basically ever, etc. It didn’t make sense to me. Why was everything so different here? I called home and my mom continued to remind me how good that Richmond degree would be. So, I kept pushing myself. I made an effort to build relationships wherever I went. I looked for opportunities and kept inserting myself everywhere until I finally found the right people — friends, club advisers, and even professors who helped everything make a little more sense.

Laura Runyen-Janecky

Professor of Biology

One of the strongest memories of college orientation is my parents being overwhelmed, not because they were anxious about leaving their first-born child at college (though I suspect that was part of it), but because they were in awe of all the prospects that laid before their daughter. Although both of my parents attended community college, obtaining a bachelor’s degree was not an option for them. Thus, I was the first in my family to attend and graduate from a four-year college. As such, there were certainly many challenges – much of them financial, some logical, and others social. But there was an unexpected benefit of being the first in my family to attend a four-year college, which I began to recognize on orientation day as I watched my parents marvel in all that this small college in Texas had to offer their daughter. That benefit was a deep appreciation that college held opportunities that others (like my parents) did not have, and this is what I used as motivation when times were tough. It never occurred to me to skip class (well, almost never), grumble about the food, or complain about all my homework on top work-study jobs. How could I, when my parents would have relished the chance to have this college experience! As a college professor, I’ve worked with many first generation college students who have found their own, personal “unexpected benefit” of a first-generation college experience, and used that to accomplish great things. Here’s to you finding yours….

Rosanna Thai, ’17

Majors: Biology and Psychology

Being a first-generation student means that I have had to grow up faster than anyone else. I had to translate for my parents and file FAFSA by myself. My parents were absent for many of my events, such as family weekend. At the beginning of my time at college, I had many problems. I often felt isolated by my peers because our socioeconomic statuses and our experiences were different from one another. I also felt unloved because my parents never called or visited; however, I soon learned that their love is different from others’. They work almost every day in order for me to have enough money to accomplish my dreams here at UR. As the oldest, I try to be the American parent to my siblings so they do not have to go through what I went through. I appreciate all the things my parents have done for me, and I have grown an independent spirit because of my experiences.

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Do I Belong Here?: The Struggles of our First Generation Students

Why didn’t anyone tell me that college would change me, and my family might not recognize me the same, and that I would identify myself differently?

“Maybe you think you’re better than us because you went to college.” These twelve words will always stick with me. Although they were said out of emotion and never meant to hurt me, they cut deep and made me question my identity.

As far back as I can remember my parents have taught me that I can achieve any goal as long as I dedicate myself 100%. It is because of my parents that I have reached the success that I have as a student, a teacher, and an adult. My mother and I have a close relationship. She is my best friend, my confidant, my shoulder to cry on, and my hand to hold. She’s the person I call when I need to make an important decision, or when I have exciting news. She raised me to know my worth, but also to remain humble and gracious.

In high school, going to college was the expectation and the culture of my school and our community reflected this. I am the first person in my family to go to college, and my parents were supportive and proud of my self-advocacy. However, being a first generation college student did not mean much to me at the time. Everyone around me was going through the same motions and obstacles on the path to college and I did not feel any different.

I pursued a degree in mathematics at California State University, Long Beach and graduated with university honors. The process completely transformed for my identity and the way I evaluated my own intelligence. I had always identified myself as capable and felt confident in things like my likability or my ability to connect with people, but after becoming successful with mathematics, I felt confident in my mind, and this was incredibly empowering. This newfound confidence in my intellectual ability (and my dad’s “just try it!” encouragement) led me to apply to the Stanford Teacher Education Program. The day that I was accepted is one of my proudest moments.

At first, I felt like an imposter at Stanford. I was one of only a few first generation college students. I could not identify with the narrative of most of my peers coming with bachelor’s degrees from highly esteemed universities and families where multiple generations had attended college. I remember thinking, “Did they mean to pick me? Am I really as qualified as everyone else here?” It was difficult to believe that I actually belonged there. Thankfully, as classes got started, I felt valued and respected by the program and my peers. My identity as an educator for social justice was forming, and my intellectual confidence was growing rapidly once again. I had opinions about education, equity, and social justice, and I knew how to talk about them.

Coming home to visit my family started to feel different. Being fully immersed in an academic environment where I regularly engaged in class discussions around important topics in education made me aware and alert about being careful and precise with my words. I had developed a watchful eye and critical ear for underlying sexism, racism, homophobia, and/or classism in people’s statements or humor, and I felt that it was my duty to challenge these things. This was a stark difference from my unassertive, pre-grad school self, who shied away from any form of confrontation.

For my mother, these changes became apparent right away, and she was watching me change in ways she did not expect. I would challenge the things that my family said or the jokes that they made by pointing out how they were unintentionally hurtful to some group of people. To her, everyone was joking around and interacting with me in the way that we always had. To me, I was realizing how many parts of my life and culture that I had never taken a critical eye to. So, as I continued through my program the tension grew and I continued to feel distanced from my family. It seemed like I did not fit in like I used to.

The tension peaked in the first semester of my first year of teaching. My mother and I were on the phone and disagreeing over something. Although my mom and I have both tried to recall, neither of us can remember what we were arguing about. I was pushing back on something she said, and I felt strongly about it, but all I can remember are those twelve powerful words. She said, “Maybe you think you’re better than us because you went to college.” I stopped. The conversation fell silent, and I said, “Okay.” The conversation ended shortly after, and as soon as I hung up I cried. My education that seemed like the ultimate achievement for myself had put a wedge between my family and myself. I knew she did not mean it—not in the way I interpreted it—but it still hurt just as bad.

Every time I revisit the story in my mind, I get emotional. I had worked so hard to make my family proud and to do the right thing. I went to college— check. I went to grad school—check. I started a career—check. I was supporting myself—check. Certainly these are the stepping-stones to a happy and successful adulthood. My upbringing, my school, my social group, television shows and movies all told me these were the steps I needed to take to achieve this ideal status as an educated and successful adult. But why didn’t anyone tell me about the fact that I would change, and my family might not recognize me the same, and that I would identify myself differently?

Fortunately, being a part of the KSTF community provided me a with a space to begin to process these emotions. Reading Why School ? by Mike Rose (2014) and discussing the book’s themes and my own experience with other Fellows helped me feel like I belong in this community. Going to school was my choice, and I am thankful that I had so much love and support to get me there. Because of who I am and where I came from, my path to college was not full of too many obstacles. Despite being a first generation college student, I am still a white female from a middle-class family. The demographic that I fall under still aligns closely with what our society portrays as a college attendee.

However, this brings me to my biggest concern and the conversation I want to start. What about our first generation students who come from disadvantaged backgrounds? If I struggled and continue to struggle with issues of identity and belonging in the academic world while coming from a culture where college was the norm, how deep are these struggles for our students who do not come from this same supportive culture?  I have a student who comes from a family where every member works to help run their family store, and the expectation is that she will continue this tradition when she graduates. I have another student (and several like him) with a father in jail and family members in gangs. Each of my students is living in a community with poverty, gang violence, prostitution, and drug abuse. How can they possibly feel as though they belong in the academic world when they and the people they love live in a starkly different world?

As teachers, it is almost second nature for us to encourage our students to go to college—to chase the American Dream. But, do we take the time to at least acknowledge that this achievement comes with other transformations—that for some students we are encouraging them to depart from the world that they know and feel they belong in? Is there a place for this conversation in high school? Are our students already thinking about it?

I decided to ask my students. For context, I teach at a public school in the area my students refer to as South Central Los Angeles. Our population is 85% Latino and 15% African American, with 77% of our students eligible for free and reduced lunch. I provided my senior students with a survey about their families’ and friends’ reactions to their plans for after high school. Almost every student reported that their family and friends were both excited and supportive with the exception of one student whose parents were disappointed that he had chosen community college over the California State Universities he had been accepted to.

The most interesting responses were to the question: “What (if any) were some of the concerns that you considered when deciding to go to college?” I provided a list of things for students to select and directed students to choose all of them that applied. I found that at least one fifth of my students considered how college might cause their friends and family to see them differently. Although these numbers are small, they do show that these concerns are present for some students, which leads me to believe that this is a conversation worth having as educators.

Within the high school setting there are some ways that we can support students in defining their identity and cultivating a sense of belonging in the academic world. At my school, we have implemented an advisory program where each teacher has a grade level advisory of approximately 25 students. Students have the same advisory group and teacher for all four years of their high school career. In this space, we focus on community building and college and career support. As students progress through high school, advisors support students with things like writing their personal statements, filling out college applications, and completing FAFSA (Federal Student Aid Application) and scholarship applications. Additionally, advisors make connections with students’ families to involve them as much as possible in the student’s education and choices for after high school. With this advisory program, we can ensure that every senior has at least one adult in their life who they can reach out to for support in navigating the post high school world.

Another option to support our first generation college students could be to start a mentoring program between recent first generation college graduates and high school students coming from the same community. Within a program like this, students could connect with a college graduate who may not be much older than them and discuss some of the challenges of transitioning to college. Perhaps a program like this could begin to help students feel as though they belong. Additionally, it could be helpful to have a community of people sharing the same experience to help one another process the many emotions that occur during such a life changing journey.

Becoming educated is empowering and one of the most beautiful processes a person can delve into. Becoming the first person in your family to graduate from college is a major accomplishment and can boost your self confidence in unexpected ways. However, becoming educated means changing and it can mean changing one’s identity–not changing, to become a different person, but changing in the way that growth changes a person. Additionally, it can be difficult at times to believe that one belongs in academia. My experience has taught me that these transformations are impactful and emotional. As my identity has changed, I have experienced a feeling of distance from who I once was and the categories I used to fall under. After speaking with my students, I can see that many of them may experience the same struggles that I have and could benefit from having support in this area. I hope that we, as educators, can work together to support our students as they process the development of their identities and embark upon the path to college. We are the ones who have the ability to teach first generation college students that they do belong in the academic world and I believe it is our duty to do.

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Tanya La Mar is a 2012 Knowles Teaching Fellow who teaches math at the Augustus Hawkins School in Los Angeles, California. In college, she came across a mathematics course that focused on critical thinking and reasoning through arguments. Once she overcame the challenge of thinking differently, a new world opened up to her. As a teacher, Tanya hopes to make mathematics more accessible to her students so that they too can experience success in the subject and gain confidence in their own intellect. Tanya holds a bachelor’s degree in mathematics from California State University, Long Beach. Tanya can be reached at  [email protected] .

• teacher reflection
• Academic Identity

Reference and Citation

Rose, M.  Why school? Reclaiming education for all of us . New York, NY: The New Press.

LaMar, T. (2015). Do I belong here?: The struggles of our first generation students.  Kaleidoscope: Educator Voices and Perspectives ,  2 (1), pp 11–14.

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Your chance of acceptance, your chancing factors, extracurriculars, writing about being a first-generation immigrant in my college essay - tips.

Hi all, I'm a first-generation immigrant and I want to write my college essay about how this experience has shaped me. I'm not sure how to approach this topic without sounding cliché. Does anyone have any tips or suggestions for writing about this? Thanks in advance!

Hi there! Writing about your experience as a first-generation immigrant can make for a powerful essay. However, keep in mind that it is a common topic among immigrants. To avoid sounding cliché, try focusing on a specific aspect or unique experience that has had a significant impact on you.

For example, instead of talking about the general struggle of learning a new language, you might share a specific conversation you had and what you learned from it. Or instead of writing generally about struggling to fit in, you could share an experience where someone was rude to you for being foreign, and how that motivated you to start sharing your culture more openly.

You can get more advice in our blog post on cliche essay topics + how to fix them: https://blog.collegevine.com/cliche-college-essay-topics

Finally, remember to show rather than tell. Use vivid details and anecdotes to illustrate your experiences, so the reader can truly understand and connect with your story. Good luck with your essay, and I'm sure you'll create a compelling narrative!

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