Dr. Peter Collier Portland State University Sept 2007

1. PSU 2007 Focus on Faculty First Generation Students :What We Know and How to Work With Them Dr. Peter Collier Portland State University Sept 2007

2. first generation students: those for whom neither parent graduated from a four-year U.S. college or university

3. The percentage of incoming college students who are 1st generation is steadily increasing

4. by the numbers

5. Figure 1. FRINQ Students' Parent Education Level 1 parent some college* Both parents 16% Neither parent some college* college* 14% 18% 1 parent Both parents college college graduate graduates 25% 27% *Is considered first-generation in college

6. first generation students are most likely to be; • Female, older, with dependent children • African-American or Hispanic • Come from lower-income families • Delay entry into postsecondary education • Begin college at a 2-year institution • Need remedial coursework • Take classes part-time while working full-time • Stop in and out of college

7. the issue of persistence persistence progress performance

8. the issue of persistence • students are most likely to drop out during their first year or during the gap between the first and second year • First generation students are more than twice as likely as traditional students to drop out during that period

9. 1st generation students are more than twice as likely to leave college without a degree

10. differences that have been linked lower levelsof persistence 1 lower levels of pre-college knowledge regarding the value of college degree and college costs 2 less likely to feel connected to college campus 3 poorer prior preparation 4 less understanding of university culture, and “how to be a successful college student .”

11. Two Path Model Understanding of Professor’s Expectations Student’s Abilities Student’s Performances Demonstrated Capacity Cultural Capital Actual Capacity Academic Skills Understanding of Course Material

12. 1st generation student Issues • may question their legitimacy as college students • may be less prepared or may feel that they are less prepared • may not be aware of available campus resources or how to use them • may not have a clear understanding of how the university works • less likely to have effective strategies for being a successful college student

13. What can you do? Tips for faculty when working with 1st generation students in classes.

14. Tips for faculty when working with 1st generation students • Issue: • studentquestions legitimacy as college student • Suggestion: • establish personal connection with student • point out examples of student meeting standards for acceptable college-level work • encourage student to get involved with student support groups -- Returning Women Students, Las Mujeres,

15. Tips for faculty when working with 1st generation students • Issue: • student may be less prepared or may feel that they are less prepared • Suggestion: • encourage student to use specific student support resources -- e.g. math help, tutoring, library tutorials • encourage development of student study groups in your classes

16. Tips for faculty when working with 1st generation students • Issue: • student may not be aware of campus resources or how to use them appropriately • Suggestion: • be explicit in discussing what you think this resource can do to help the student with this issue • explain to the student how to best use this resource -- if you have questions, contact the resource BEFORE sending the student to get help

17. Tips for faculty when working with 1st generation students • Issue: • student may not have a clear understanding of how the university works • Suggestion: • demystify the university experience • tell stories to help students better understand the point you are making

18. Tips for faculty when working with 1st generation students • Issue: • student may not have effective strategies for being a successful college student • Suggestion: • be clear to yourself about what your expectations are for students in your classes • be clear in how you communicate expectations to students • learn to recognize the difference between a student not doing well in class, and not understanding your expectations

19. Additional General Tips for faculty • try to be as approachable as possible • avoid potential student problems by anticipating them • make sure the class syllabus is accurate and detailed • remember that taken for granted terms we use in higher education may not have same meaning to 1st generation students • familiarize yourself with student support resources available at PSU

20. “Access without support is not opportunity”Dr. Vincent Tinto Syracuse University

21. Dr. Peter Collier Associate Professor of Sociology Principal Investigator Students First Mentoring Program cfpc@pdx.edu 503-725-3961 Collin Fellows Program Manager Students First Mentoring Program studentsfirst@pdx.edu 503-725-5307