By Higher Learning Lab.
Introduction
Approximately 36% of undergraduate students in the United States are first-generation college students (FGCS)—the first in their families to pursue a four-year degree (National Center for Education Statistics, 2023). Despite their growing numbers and contributions to campus diversity, first-generation students face persistent challenges to persistence and academic success. These students are more likely to leave college before degree completion, report lower sense of belonging, and navigate complex cultural and financial barriers that their continuing-generation peers often do not experience (Stebleton & Soria, 2012). Yet research in the past decade has illuminated evidence-based practices that institutions can adopt to improve retention, belonging, and academic outcomes for this population.
This white paper synthesizes the research literature on first-generation student success, focusing on five critical areas: sense of belonging, advising models, family engagement, financial barriers, and identity navigation. The findings highlight practical implications for institutional policy and practice, offering accessible guidance for higher education professionals committed to supporting first-generation student achievement.
Sense of Belonging and Student Persistence
Sense of belonging—the feeling that one is a valued member of the campus community—is one of the strongest predictors of first-generation student retention (Stebleton et al., 2014). First-generation students report significantly lower belonging than continuing-generation peers, a gap that persists throughout college and is particularly acute during the first year (Vaccaro et al., 2015). This lower sense of belonging stems from multiple sources: limited family knowledge about college norms and expectations, social class anxiety, and perceptions of not fitting in among peers with more privileged backgrounds.
Research by Walton and Cohen (2011) demonstrates that a simple classroom intervention—a values-affirmation exercise conducted in the first semester—narrowed the achievement gap between first-generation and continuing-generation students by 50% and improved persistence over subsequent years. More broadly, institutions that create intentional belonging interventions, such as peer mentoring programs, identity-affirming student organizations, and structured cohort experiences, see measurably improved outcomes for first-generation students (Museus & Maramba, 2011). Importantly, Wilson and colleagues (2022) found that interventions targeting belonging are most effective when they address the specific stressors that first-generation students face—academic preparation gaps, impostor syndrome, and financial stress—rather than generic campus engagement strategies.
Advising and Academic Support Models
Academic advising is a critical leverage point for first-generation student success. Bailly and Cotner (2023) found that first-generation students who had strong, proactive advising relationships showed significantly higher persistence rates and were more likely to graduate on time. However, many institutions provide insufficient advising resources, and first-generation students—lacking family knowledge about degree requirements and career pathways—often struggle to navigate the academic system independently.
Strengths-based advising models show particular promise for first-generation students. Scholl (2019) reports that when advisors use a strengths-based approach—identifying student assets and building upon them rather than focusing on deficits—first-generation students report higher engagement and academic efficacy. Additionally, mandatory advising requirements in the first year, supplemented by peer advising networks and online advising tools, have proven effective in helping first-generation students make informed academic decisions (Campbell & Fuhrman, 2015). Institutions employing intrusive advising—in which advisors proactively reach out to at-risk students with academic or personal support—report particularly strong outcomes for first-generation students.
Family Engagement and Communication
First-generation students often rely heavily on family support for motivation and persistence, yet their families may lack knowledge about college systems, expectations, and pathways to success (Pérez & Saldaña, 2021). Addressing this gap through proactive family engagement is a high-impact practice. Woosley and Shepler (2011) found that institutions with robust family engagement programs—including orientation events for families, transparent communication about academic progress and campus resources, and culturally responsive family involvement initiatives—see higher retention rates among first-generation students compared to institutions with limited family engagement.
Culturally responsive approaches are essential. Many first-generation families may be hesitant to engage with college systems due to previous negative institutional experiences, immigration-related concerns, or language barriers. Institutions that provide translated materials, hold family events in accessible locations and times, invite family input on campus policies, and explicitly value the cultural knowledge families bring report stronger partnerships with first-generation families (Rendón, 2006). Such engagement benefits both students and families: first-generation students who maintain strong family connections while building campus-based belonging experience more holistic support for success.
Financial Barriers and Resource Navigation
First-generation students are disproportionately low-income, making financial barriers a primary obstacle to completion. The U.S. Census Bureau (2021) reports that 40% of first-generation undergraduate students come from families earning less than $30,000 annually, compared to 18% of continuing-generation students. Beyond tuition costs, first-generation students face hidden expenses—textbooks, technology, transportation, health insurance—that often are not addressed in financial aid conversations.
Research by Goldrick-Rab and colleagues (2016) demonstrates that unexpected financial shocks—such as car repairs or medical emergencies—are a leading cause of college withdrawal among low-income and first-generation students. Institutions that implement emergency aid funds, provide transparent financial literacy programming, eliminate unnecessary fees, and simplify financial aid processes significantly reduce attainment gaps. Additionally, work-study and on-campus employment opportunities that accommodate student schedules have proven effective, as they reduce financial stress while building campus connections (King et al., 2017). Evidence-based approaches also include targeted grant aid (rather than loans) and year-round financial advising to help first-generation students understand their aid packages and plan for expenses.
Identity Navigation and Sense of Self
First-generation students often navigate complex identity terrain, balancing family expectations and cultural identities with academic ambitions and campus culture. This identity work is heightened for first-generation students of color, who report intersecting pressures of race, social class, and educational status (Vaccaro & Camba, 2015). Impostor syndrome—the persistent belief that one does not belong and is not truly capable despite evidence of achievement—is particularly common among first-generation students and is a significant predictor of both mental health challenges and academic disengagement.
Identity-affirming education and support are critical. Cabrera and colleagues (2018) found that courses explicitly addressing identity development, inclusive classroom practices, and identity-affirming student organizations significantly reduce impostor syndrome and improve persistence among first-generation students. Cultural mentoring—in which faculty and staff of similar cultural backgrounds provide guidance and role modeling—also shows promise (Crisp & Cruz, 2009). Additionally, institutions that foster a growth mindset through classroom messaging and institutional practices help first-generation students reframe academic challenges as opportunities for learning rather than evidence of deficiency. This cognitive shift, combined with culturally sustaining pedagogy, supports both academic success and psychological well-being.
Implications for Institutional Practice
The research presented in this brief points to five concrete steps institutions can take to improve first-generation student success:
Implement belonging interventions in the first year
Values affirmation exercises, identity-affirming peer mentoring programs, and intentional cohort experiences are evidence-based practices that narrow achievement gaps and improve persistence. These interventions are low-cost and high-impact.
Strengthen academic advising with proactive outreach
Allocate resources to reduce advisor-to-student ratios, train advisors in strengths-based and cultural competency practices, and implement intrusive advising models that reach out to at-risk students. Mandatory first-year advising and peer advising networks extend institutional capacity.
Develop culturally responsive family engagement initiatives
Provide translated materials, hold family events at varied times and accessible locations, and create channels for family input on campus policies. Position families as partners rather than obstacles to student development.
Create robust financial support and literacy systems
Establish emergency aid funds, provide year-round financial advising, eliminate unnecessary fees, and prioritize grant aid over loans. Ensure on-campus employment opportunities are abundant and flexible to meet student needs.
Integrate identity-affirming teaching and student support
Incorporate identity development into the curriculum, foster growth mindset through classroom messaging, and hire and empower faculty and staff from underrepresented backgrounds to serve as cultural mentors. Create student organizations and affinity spaces that honor cultural identities.
Conclusion
First-generation college students are a vital part of American higher education and bring diverse strengths and perspectives to our campuses. Yet these students face distinctive barriers that require intentional, evidence-based institutional responses. The research is clear: belonging interventions, proactive advising, family engagement, financial support, and identity-affirming practices significantly improve first-generation student retention and success. Institutions committed to equity and access must view support for first-generation students not as supplementary programming, but as essential to their core mission of student success.
References
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