Santa Clara University

The Life Histories and Experiences of First Generation College Students at Santa Clara University

INTRODUCTION
by Laura Nichols, Assistant Professor of Sociology

To be considered first generation college student neither parent could have ever attended a four-year college.

-U.S. Department of Education 1998

This project presents the stories of 11 students at Santa Clara University who are first generation college students. The student authors talk about their family histories as well as their application and adjustment to college. They provide us with a look at what brings some students to college and how they feel once they arrive. As you will see from the chapters, being a first generation college student is only a small part of each author's identity. Among other factors, their histories and experiences are also greatly affected by their race, ethnicity, and social class. The diversity between and similarities among each author's story provides an opportunity for us to think about the various circumstances under which students attend and adapt to life at this university.

Certainly every student who attends Santa Clara has a story to tell. The uniqueness of each student and his or her experiences adds to what makes this university a rich and exciting environment for learning. There is no claim that the students profiled here have a more true or extreme story to tell than any other student on campus. Instead these chapters allow us to compare our own experiences with that of the student authors. The stories also raise issues that are interesting to consider and further explore from an institutional perspective as universities strive to provide equal educational opportunities for all students.

FIRST GENERATION COLLEGE STUDENTS

As the importance of having a college degree increases in the United States, the proportion of students on college campuses who are considered first generation college students is growing. There has been a limited but expanding literature on the experiences of first generation college students. The only in-depth national study was done by the Department of Education (1998). According to that study, first generation students are more likely to be female, to come from low-income families, and are less likely to be white, European American. First generation students are also less likely to live on-campus and more likely to work full-time while attending college than are non-first generation college students.

Most first generation students attend public, two-year colleges. In the fall of 1989 only 8 percent of first generation college students in the U.S. attended a private four-year university compared to 19 percent of students who were not first generation (U.S. Department of Education 1998). In 1989-1990 about 25 percent of the student body at private, four-year universities were first generation students. Santa Clara University estimates that about 20 percent of first year students entering SCU in 2000-2001 were considered first generation college students.

Research suggests that first generation college students are less likely than non-first generation students to have obtained a degree or continue to be enrolled four years after starting college (Riehl 1994; U.S. Department of Education 1998). While 84 percent of non-first generation students had graduated or were still enrolled four years later, only 71 percent of first generation students could make that claim (U.S. Department of Education 1998). However, a study of one rural university found no difference over time in the G.P.A.'s of first and non-first generation students (Zalaquett 1999).

First generation college students have a difficult time balancing the demands of being a family member along with the expectations of college (London 1989; Mitchell 1997; Terenzini et. al 1996). Students often feel pulled by family who do not understand what it is like to be a college student and the demands of this role while at the same time feeling out of place in the college environment. First generation students therefore have a lot to teach us about what factors contribute to a successful college experience and how to balance multiple identities. These experiences are even more poignant at a private, elite college where a large proportion of the student body come from families with a college and middle/upper class background.

THIS PROJECT

This project began in the Spring of 2001. An e-mail was sent to all undergraduates asking students who met the definition of a first generation college student to apply to be part of this writing project. Over 50 students responded and 30 students ultimately submitted applications. Thirteen students were selected as authors. It is important to note that the students were not selected to be representative of all first generation college students at Santa Clara University. As a sociologist and an instructor who wanted to use the volume in my Social Stratification class, I selected students whose stories I thought would represent different experiences and raise issues and concepts that could be further explored in the classroom context.

Students wrote their chapters during the summer of 2001. Each author had a contract with completion dates set by the author and the editor. Students were paid a small stipend for their work. Most chapters went through at least three revisions by the first draft deadline: August 31, 2001. I worked individually with each author to put together a chapter that each felt was representative of his/her experience. I encouraged the authors to relate both their experiences and how they felt about their experiences. The students and I made final revisions in time for the volume to be used fall 2001 in the sociology course Social Stratification (SOC 132). Authors were then given one more chance for revisions during winter break and before release of this volume to the university community. The authors are committed to not only sharing their experiences but also in assisting other first generation students in their adjustment to college life.

THEMES

There are a number of issues and themes that surfaced in the stories told by these student authors. Although we explored many concepts and issues in the class that used this volume2, in this introduction I will concentrate on those that may be most useful for the university and the reader to consider when reading the chapters.

The Role of Capital

The role of student's social, human, and cultural capital were consistently talked about in the author's chapters. Social capital refers to the resources that are available through individuals social networks. Students noted the importance of social capital in encouraging them to apply to college, and in particular to Santa Clara. Students mentioned high school teachers (some of whom attended SCU) as well as family members and friends who attended college as instrumental in helping them through the application and financial aid process. One student (not included in this volume) told me that his father was a janitor in Nobili Hall who, through his job, met a Jesuit who helped his son find out about and get financial aid to attend Bellarmine and then later Santa Clara. He recently graduated from SCU. This is a good example of how social capital can work across race/socio-economic lines to increase the mobility and life chances of a member of the lower class (McDonough 1997). Social capital is also useful once students arrive on campus. The ability to call parents or others who have gone through the college experience for advice is something that most students who know many people who have attended college take for granted. Students in this volume noted difficulties in understanding how the grading and course system worked in college, in completing financial aid applications, and in finding internship and summer job opportunities through family and friends because of their lack of social networks.

Human capital refers to the individual credential, skills, and experiences of individuals in areas that are valued by the society in which that person lives. Although the students who come to SCU are probably in the top of their high school classes, because of their potentially lower social class status, first generation students may be more likely to come from high schools that do not adequately prepare them for the rigors of college work (Perna 2000). In 1992 only 22 percent of first generation college students had taken an advanced mathematics course in high school beyond Algebra Two compared to 61 percent of students whose parents had a bachelor's degree or higher (National Center for Education Statistics 1994). Certainly the standards of college requirements are not or should not be lowered for some students. Students know that that would be a disservice to themselves and the university. However, some students are at a disadvantage through no fault of their own, because of poor high school preparation.

Beyond the potential for a lack of human and/or social capital, another type of capital that (especially when combined with low income) may be more apt to negatively affect first generation students is a lack of cultural capital. Cultural capital refers to the resources that one has as a result of being exposed to elements of what is considered high culture in a society. Those who travel (especially to Europe), go to museums, take music lessons, have knowledge of art, classical music, etc., are considered to have high cultural capital. Students exposed to high culture through their family might have an added edge in college when taking history, literature, art history, or language classes. They also might find it easier to speak with and relate to faculty, staff, and other students who also likely have high cultural capital (Peckham 1995). Research has found that first generation students at private universities are less likely than non-first generation students to have contact with faculty outside of class, go places with friends from school, or participate in student clubs or programs (U.S. Department of Education 1998). This may be the result of a number of factors including their higher rate of working and/or their lack of capital.

Race and Social Class

The experiences of first generation college students are also compounded given their increased likelihood of belonging to a racial minority group and/or coming from a family with low socio-economic status (Rendon 1995; Thayer 2000). The parents of first generation students typically have manual or low-skilled occupations that are not paid as much as professional occupations often requiring higher education. Many of the authors, because of divorce or death of a parent, were raised in single parent families, again increasing their likelihood of lower economic resources. Students in these situations can feel guilty not only for incurring costs through college attendance but also for not contributing enough to the families income-often to help support younger siblings (McDonough 1997).

It is also important to note that the diversity of the stories presented here reminds us that there is no one "Latino" or "Asian" or "European" experience. Students come from a variety of backgrounds with a number of different experiences. For example, while some of the Latino authors have parents and grandparents who have worked in agriculture, others grew up in urban environments. One author states that it was difficult to relate to some of the other Latino students because they assumed that she was in some way connected to the farm worker experience and identity. Another student, who identifies as African-American, talks about the embarrassment he felt in grammar school on Martin Luther King day being the only black student in class.

Students also write about their experiences with racism, including being called racist names and receiving comments from classmates about their ability to speak English. It is also important to think about the often hidden ways that race and social class impact each of our lives. The students here show us many sides of laws that attempt to diversify our campuses and the ways that many with privileges are unaware of the struggles of students who do not have such privileges. For example, in this volume the authors discuss the double-edged sword of affirmative action. One student feels that she was denied scholarships because she was classified as "white" even though her family were recent immigrants with little economic resources. On the other hand, a Latina student worries that she was accepted to Santa Clara based more on her race than her ability, and attributes the difficulty she experienced in her first year of classes to her race rather than to a common problem of adjustment.

When I was a first generation student 16 years ago I never would have identified myself as a first generation student or attributed any experiences I had in college to that label. However, my ethnicity (European American) meant that no one ever assumed that I did not belong at the university and the rising socio-economic status of my family during my undergraduate years meant that I did not have to work much during college and could afford to live on campus and participate in the same activities as my friends.

The privileges that come with being of the majority (white, European American) and having the economic means to afford college and the activities of the upper class are hidden in many of the same ways as those privileges that come with growing up in a family where attending college is a normative experience. For example, parents might have the knowledge and resources to make sure that their children have access to college preparatory classes, are able to visit a variety of colleges, and participate in activities that will look good on college admission applications. When students call home from college with questions about whether or not to drop or keep a class, problems they are having with a professor or roommate, deciding what to major in, or with excuses that they cannot attend a family function because they have a paper to write, parents who have attended college might be more apt to understand and able to offer advice than parents who have not attended college. Parents of first generation college students might also begin to feel threatened by the higher educational attainment of their children, and students may struggle to balance their conflicting identities and expectations as family members and college students (Charlip 1995; Mitchell 1997; Schwalbe 1995).

Finding partners and friends that understand the dual identities and responsibilities that first generation students feel can also be difficult. A lack of resources, preparation, support, and knowledge of the college experience might all help explain why generations of families never attend college. However, that did not happen to these authors. There were a variety of factors that led them to apply to Santa Clara and to excel once they were here.

Applying and Adjusting to Santa Clara: Suggestions

Many of the authors talked about the importance of high school teachers in suggesting that they apply to college, and specifically Santa Clara University. Encouragement from counselors, teachers, and peers has proven to be an important factor for students who might not have traditionally gone to college (Levine & Nidiffer 1996; Perna 2000). In addition, some of the authors talked about participating in a variety of programs during high school that exposed them to different colleges, advanced classes, and provided assistance with SAT preparation, college applications, and financial aid. These types of programs have been found to be useful in introducing students to college (Mitchell 1997). Santa Clara might wish to make a point of contacting alumni and friends working with high school students to thank them for their work and for having such an impact on sending students to college. Recruitment through special programs offered in high schools might also be a way of attracting more first generation students to Santa Clara.

Students had a number of experiences in adjusting to Santa Clara. One student spoke of her surprise and embarrassment when a Resident Assistant (RA), in an ice-breaker at their first floor meeting, asked how many students were first generation college students and only a few students raised their hands. This innocent question by the RA caused the student to doubt her place at the university. Difficulty in adjusting through living in the residence halls and being in classes where students were one of only a very few racial minority students was also mentioned by some of the authors. While some students considered dropping out of Santa Clara because of these experiences, friends, staff, and faculty, as well as involvement in campus activities seemed to provide students the support they needed to adjust to and enjoy their college experience. Most of the authors have been very involved in campus organizations while also balancing school and work. They provide examples of how first generation students can excel even given demanding class and work schedules.

In their chapters, many students noted the school's beauty and excellent academic reputation as factors attracting them to the university. However, unlike many students from families with college backgrounds who have been well prepared for their college experiences, first generation students had to find out a lot of information on their own. This information and experience gap can be rectified.

A number of programs have been suggested and designed to assist first generation college students in their adjustment to college. Bridge programs have been considered especially useful (Mitchell 1997; Muraskin 1997). Many first generation students at Santa Clara who applied to be part of this writing project indicated that they thought the university should have a summer program to help prepare students for what to expect in college3. Students also suggested a mentor program where first year and transfer students are matched with students with longer tenures at the university who can provide information for new students in an unthreatening environment. Some students also mentioned that a workshop for their parents on what college will be like for their children might also have been useful as well as scholarships targeted for first generation students.

CONCLUSION

As the numbers of first generation students continue to increase on college campuses more attention will need to be paid to their needs-especially at universities like Santa Clara that pride themselves on the high retention and graduation rates of their students. College provides the opportunity for students to increase their social, human, and cultural capital as well as the economic status of their families. In making an effort not to repeat the patterns of inequality perpetuated in some elementary and high school systems, universities like Santa Clara can ultimately be instrumental in helping to diversify high status professions in medicine, law, education, etc.

The chapters written by the student authors provide us with a glimpse of some of the experiences that our students have had as children and of their journies and adjustment to life as college students. They give us insight into some of the ways that we as individuals and members of this institution can improve the life chances of first generation students. The authors hope, as do I, that their stories will raise awareness as to the ways that we can continually improve our university to make it more inviting to first generation students and fully enriched by the lives of all of our students.

ACKNOWLEDGMENTS:

Thanks to all those who helped in the implementation and completion of this project including: Pancho Jim?nez, Vidalino Raatior, Marilyn Fernandez, Latanya Johnson, the students in Social Stratification (Fall 2001), Cheri Halsema, Peter Dominick, Chuck Barry, Ginger Mooney, Patti Samuelson, and the editors and staff at the Office of Communications and Marketing. Finally, and most importantly: Thanks to all of the authors for their willingness and ability to write about their experiences, for being so great to work with, and for their concern in wanting to help other students in their admission and adjustment to college.

If you have any suggestions or comments about this project please contact Laura Nichols at lnichols@scu.edu.

REFERENCES CITED:

Charlip, Julie A. 1995. "A Real Class Act; Searching for Identity in the 'Classless' Society," In C. L. B. Dews & C. L. Law

(Eds.) This Fine Place So Far From Home: Voices of Academics From the Working Class. Philadelphia, PA: Temple University Press, pp 26-40.

Levine, Arthur. 1996. Beating the Odds: How the Poor Get to College. San Francisco, CA: Jossey-Bass Publishers.

London, Howard B. 1989. "Breaking Away: A Study of First-Generation College Students and Their Families." American Journal of Education 97(2): 144-170.

McDonough, Patricia M. 1997. Choosing Colleges. New York, NY: State University of New York Press.

Mitchell, Kevin. 1997. "Making the Grade: Help and Hope for the First-Generation College Student." The ERIC Review 5(3).

Muraskin, Lana. 1997. Best Practices in Student Support Services, Follow-up Study of Student Support Services Programs. Washington, D.C.: U.S. Department of Education.

National Center for Education Statistics. 1994. National Education Longitudinal Study of 1988 Eighth-Graders. U. S. Department of Education. NELS: 1988/1994.

Peckham, Irvin. 1995. "Complicity in Class Codes: The Exclusionary Function of Education." In C. L. B. Dews & C. L. Law (Eds.) This Fine Place So Far From Home: Voices of Academics From the Working Class. Philadelphia, PA: Temple University Press, pp. 263-276.

Perna, Laura W. 2000. "Promoting College Enrollment Through Early Intervention." The ERIC Review 8(1).

Renden, L. 1995. Facilitating Retention and Transfer for First Generation Students in Community Colleges. Paper presented at the New Mexico Institute, March 1.

Riehl, Richard J. 1994. The Academic Preparation, Aspirations, and First-Year Performance of First-Generation Students. College and University 71(1): 14-19.

Schwalbe, Michael. 1995. "The Work of Professing." In C. L. B. Dews & C. L. Law (Eds.) This Fine Place So Far From Home: Voices of Academics From the Working Class. Philadelphia, PA: Temple University Press, pp. 309-331.

Terenzini, Patrick T., Leonard Springer, Patricia McYaeger, Ernest T. Pascarella, and Amaury Nora. 1996. "First Generation College Students: Characteristics, Experiences, and Cognitive Development." Research in Higher Education 37(1): 1-22.

Thayer, Paul B. 2000. "Retention of Students from First Generation and Low Income Backgrounds." Opportunity Outlook. Council for Opportunity in Education, May.

U.S. Department of Education. 1998. First-Generation Students. U.S. Department of Education: Office of Educational Research and Improvement. NCES 98-082.

Zalaquitt, Carlos P. 1999. "Do Students of Noncollege-Educated Parents Achieve Less Academically than Students of College-Educated Parents?" Psychological Reports 85: 417-421.