First-Generation Students in Higher Education: Resilience in the Face of Adversity

Navigating higher education presents challenges for most students. However, first-generation college students often face unique barriers that can make the path to higher education more difficult. As individuals who are a first-generation college student (Kaitlynn-Elizabeth H. Brooks; KHB) and a first-generation college graduate (Nicholas R. Morrison; NRM) invested in careers involving psychotherapy, we recognize the distinct challenges faced by first-generation students in making their dream of a career in psychotherapy become a reality. In this piece, we aim to identify some of these challenges and highlight the importance of support systems, access to resources, and early career preparation.

Navigating College as a First-Generation Student

Being the first in one’s immediate family to pursue higher education can be intimidating. These students often balance multiple responsibilities, making it difficult to access the support they need. Imposter syndrome can cause feelings of inadequacy and a sense of not belonging in an academic setting. Additionally, there is the pressure of being the first to pursue higher education and overcome barriers (Reality Changers, 2024). As many as 56% of undergraduates identify as first-generation college students, yet they often face greater struggles than students whose parents attended college, commonly referred to as continuing education students. They are also less likely to use school services, be involved in extracurricular activities, complete internships, and conduct projects with faculty (Hamilton, 2023). Differences continue to be seen after graduation with first-generation students being less likely to pursue a master’s or doctoral degree (Fry, 2021). In the field of psychology, this is an important consideration as many career paths require postbaccalaureate education. Understanding the barriers for students with these backgrounds can provide insight into the unique challenges they often navigate in higher education.

Barriers to Success for First-Generation College Students

For many first-generation college students, feelings of uncertainty initially present when completing and submitting applications. In fact, getting started can be the hardest part. Studies suggest that first-generation students are often less prepared than their continuing education peers upon entering college. For example, first-generation students tend to have lower grade point averages (GPA) and scores on entrance exams, such as the SAT and ACT (Katrevich & Aruguete, 2017). Atherton (2014) highlights that first-generation students often receive insufficient guidance from their parents, which negatively impacts their academic preparedness. The author reports that many students may not fully understand the importance of their GPA and standardized test scores. The combination of frustration and lack of success was shown to complicate the transition to college (Atherton, 2014). Across these studies mentioned, a consistent theme was the lack of confidence amongst first-generation students entering college, including feelings of inadequacy and a sense of not belonging. Relatedly, poor mental health is a growing concern among all college students. Lipson and colleagues (2023) found that for both first-generation and continuing education groups, 40% endorsed symptoms of depression and over 33% reported symptoms of anxiety. However, the authors note that first-generation students are less likely to utilize mental health treatment, compounding the effect of these symptoms. Additionally, untreated depression in college students is associated with a lower GPA and an increased risk of dropping out altogether (Eisenberg et al., 2009).

An additional consideration that often co-occurs with a first-generation college student status is foster status, which played an important role in my (KHB) personal and academic trajectory. Reflecting back, my years were shaped by resilience and determination, fueling my passion for psychology and affirming my commitment to a career in psychotherapy. However, for most students, the road to graduation is unfamiliar and often filled with challenges beyond perseverance alone. Both of these populations face lower rates of degree attainment compared to their peers with fewer than 5% of former foster youth earning a 4-year degree (National Foster Youth Institute, n.d.) and about 26% of first-generation students completing their bachelor’s degree (Fry, 2021).

For foster youth, a significant amount of stress stems from financial insecurity with approximately 83% of foster youth facing financial hardship while enrolled in college. Moreover, most students from foster youth backgrounds work at least 35-hours per week (Mowreader, 2023). This increased workload intensifies stress, which can have a direct and significant effect on mental health. Notably, those who experienced foster care are 3-4 times more likely to have a mental health diagnosis compared to their peers. For many of these students, the primary source of stress stems from the financial burden of paying for their education (Lietz & Cheung, 2023).

The rising cost of education is a significant concern for those considering college. Tuition for public universities has increased 75% every decade from the 1970’s through the 2000’s (Hanson, 2024). One of the greatest barriers for first-generation students is the cost of an education and the options to pay for it. In my (KHB) case, I realized that the initial cost of university tuition coupled with day-to-day living expenses was unsustainable, even while working fulltime. I ultimately had to transfer to a more affordable school due to these barriers. Fortunately, I live in a state that offers tuition waivers for former foster youth. It is important to acknowledge that only 28 states offer tuition waivers for public universities and colleges (Hernandez & Day, 2019). Other students may rely on financial aid, which is not always promising. For example, Pell Grants only cover approximately 29% of tuition, fees, and housing (Walsh, 2021). I had to work to put myself through college, at one point balancing two jobs, an internship, and studying as a fulltime student. While interning is an important experience to have for gaining hands-on training, many internships are unpaid, and students often hesitate to pursue these opportunities. Students often take out loans to alleviate this financial strain, allowing them to balance coursework with internship opportunities. However, many first-generation students are unaware of the programs that might ease financial strain in the long run, such as public service loan forgiveness. It is especially important for first-generation students interested in pursuing post-bachelor’s studies to reflect on how best to balance these considerations, especially if they intend to pursue competitive masters- or doctoral-level programs in counseling and psychology.

Student Resources for First-Generation College Students

A common experience for first-generation students is a lack of guidance, which can perhaps be best addressed with mentorship. For example, both authors would have benefited from working with a graduate student through the American Psychological Association’s (APA) Division 29 mentorship program, especially when considering graduate study options. Peer mentorship can be helpful for other groups of students as well, such as transfer students or former foster youth. Mentorship can also come from academic advisors and professors as building relationships with faculty can be greatly beneficial for first-generation students. Creating these connections can foster a sense of belonging and provide knowledge for students (Illum et al., 2023). In our experience, this has been one of the most crucial factors to our success. Academic advisors not only helped us create clear plans for graduation but also connected us with scholarships, practicum placements, and research opportunities. In our experience, the smaller class sizes further enhanced this support by allowing us to build relationships with professors who provided guidance when it was most needed. Establishing these relationships introduced us to new opportunities, such as collaborating with faculty on independent study projects and cultivating an interest in research by participating in a lab. Through this experience, we not only strengthened our research skills but also enhanced our overall academic and professional development. In the same way that faculty and programs should be mindful of facilitating these opportunities, especially for first-generation students, we also emphasize that students must take the initiative to ask for help. We highly encourage students to do so as having reliable support has made all the difference in our academic journeys.

Importance of Getting Involved

A piece of advice that is often repeated, but holds true, is to get involved. Our undergraduate experiences became significantly more rewarding once we immersed ourselves in activities outside of the classroom. First-generation students are less likely to be engaged in social experiences, such as interacting with other students (Stebleton & Soria, 2013). I (KHB) found that I was more focused on my academic and professional development commitments than on creating relationships with other students. In my third year, I started tutoring my peers and began to build connections around campus. I was also inducted into Psi Chi, which provided a network of peers with similar interests. Perhaps the most fulfilling experience was my participation in my university’s practicum program. Gaining hands-on experience in the field allowed me to develop new clinical skills while applying the knowledge I have learned in my classes. While that period of my college years was the busiest, it was also the most rewarding. Even in my final year, I continue to discover new opportunities to remain involved, including my membership in APA’s Division 29, which has expanded my professional network and experiences. Now, as I near the end of my undergraduate training, I am in a similar place as when I graduated high school—wondering what comes next. I am now navigating graduate programs and deciding which one is the best fit for me as I consider my future in psychology. This time around I feel more confident knowing that the experiences I have gained during my undergraduate years have prepared me for what lies ahead.

Beyond the Undergraduate Years

It is important to recognize the potentially compounding nature of the data and experiences outlined above. As first-generation students navigate the difficulties of pursuing a bachelor’s degree, such as balancing finances with academics in a novel and unfamiliar environment, these students may be disadvantaged when it comes time to apply to graduate programs. This is especially important when considering the difficulty of acceptance and matriculation into a clinical psychology PhD program (Michalski et al., 2019). The sooner that students become aware of the resources available to them, the sooner they can set themselves up for success at the bachelor’s level and beyond. We encourage more training programs to attend to the unique needs of this population, and foster outreach to first-generation students who may eventually go on to graduate study. Moreover, as a matter of representation, the field needs more first-generation college students to go on to careers as psychology educators, researchers, and practitioners. As first-generation students become more visible in these areas, they can inspire future first-generation students, participants, and clients to follow in their footsteps.