First-Generation College Students' Perceptions of a College Support Program

Background and Purpose: In recent years the number of first-generation college students, those who are first in their families to attend college, has increased. Some estimates are as high as one out of every four students enrolled in college is a first-generation student (Unverfeth et al, 2012). Research has consistently found first-generation students enter college with less parental support and encouragement, and less information about the overall college experience than other students. For over 40 years the Center for Academic Retention & Enhancement (CARE) at Florida State University has helped to prepare and support first-generation college students who are disadvantaged due to educational and economic circumstances. Research has shown programs like CARE can increase retention and graduation rates of first-generation college students. However, there is limited research identifying elements of programs that students perceive as influencing their overall well-being and academic success. This study aims to identify specific elements of a program that students find most helpful and integral to their retention and well-being.

Methods: This study is part of a larger evaluation of the Center for Academic Retention & Enhancement (CARE) at Florida State University. Five focus groups were conducted with a total of 22 students who were part of CARE. Most of participants were ethnic minorities (12 African American, 7 Hispanic, 2 White, 1 Other), first year students (17 first year, 3 second year, 2 upper class), and women (17 women, 5 men). Students were asked about experiences with CARE and the impact of CARE’s programs on their overall well-being and academic successes. Focus groups were digitally recorded and transcribed. An interdisciplinary research team analyzed transcripts through an inductive, iterative process involving coding and memoing.

Results: Students consistently described CARE as integral to their well-being and academic success. Many spoke about how the program offered the summer before their first year quelled initial apprehension about transitioning from high school and their parents’ homes to college. Likewise, students discussed the importance of the peer mentors in the summer program. Students credited the strong relationships and the program’s supportive, ‘family-like’ environment as contributing to their well-being and success. All students reported expecting to graduate, although some mentioned they had encountered problems that threatened this. Overwhelmingly, students expressed the desire to remain involved with CARE. Students suggested CARE could be strengthened by having a more prominent presence at the university to dispel commonly held myths that first-generation students are a lower academic caliber than other students.

Conclusion and Implications: Findings suggest students in CARE perceive the programs as highly beneficial not only in terms of academic success, but also in the areas of emotional growth and well-being. First-generation student support programs can provide invaluable resources for a vulnerable population. Successful completion of college can potentially impact not only the lives of the first-generation student, but also has the potential to positively impact the lives of their family members and communities. Future research should explore how first-generation student support programs are integrated and presented within the larger university structure.