Dr. LaNaé Budden is a proud first-generation college graduate and is the inaugural director of the First-Generation Center at the University of South Carolina. In this role, she is responsible for connecting first-generation students with resources and services to successfully navigate their progress towards graduation through programmatic efforts and campus partnerships. With over 20 years of experience in higher education in various administrative and executive leadership roles, Dr. Budden is passionate about creating meaningful support systems that empower first-generation students to thrive in all aspects of their collegiate journey and beyond.
Fierce. Inspirational. Resilient. Scholar. Trailblazers. First-generation (first-gen) college students– those whose parents did not complete a baccalaureate degree– embody these qualities and more. They enrich our campuses with their experiences and strengths. Their pursuit and completion of a college degree has the potential to transform their life and that of their families for generations. Administrators, faculty, and staff must be intentional about fostering environments where first-gen students can thrive. By focusing on connecting students to mentoring, networking, leadership experiences, high-impact practices, and basic needs and financial support, students will be positioned for success.
Building first-gen students’ social capital should be a priority. While mentoring programs between first-year students and upper-class students are a common practice for connecting students with their peers as they adjust to campus—don’t stop there. Go beyond this traditional format and design mentoring initiatives that include faculty, staff, alumni, and community leaders, because networking is a skill that students will use throughout their lives.
- Prep them on how to prepare for networking engagements.
- Show them how to introduce themselves and follow-up with their new connections.
- Coordinate etiquette dinners so students can practice their dining skills before formal events.
- Host networking dinners with faculty and alumni to encourage a deeper understanding of the importance of networking through experiential learning.
First-gen students also thrive when they can take part in leadership experiences. Student organizations and other peer leadership roles, such as resident assistants and orientation leaders, are a great way for them to get started. Their experiences add great value to the teams they serve and allow them to be role models for their peers. Representation of first-gen students in key leadership roles matters.
- Faculty and staff can nominate students for positions or even mention to them that they may be a good fit for an opportunity.
- Provide opportunities for students to go to conferences in their academic discipline to learn new information and expand their social network.
- Ensure first-gen students are at the table to share their feedback and experiences through focus groups and student advisory councils, which can help your department gain a clearer student perspective.
In addition to creating spaces for first-gen students to share their voices, faculty and staff can also connect students to high-impact practices (HIPs). HIPs encompass a range of impactful experiences, such as:
- Offering first-gen sections of first-year seminars can be a great way to support students during their first semester and year. Tailor the curriculum to best meet the needs of this population.
- First-gen living and learning communities, especially faculty-directed ones, allow students to engage in intentional activities in a residential environment that champions academic and student success. Internships give an opportunity for students to gain practical experience to prepare them for post-graduate success.
- Many students cannot work while doing their internship. Remove this barrier by working with businesses to offer paid internships.
- Involving students in undergraduate research with faculty can also expand their knowledge and prepare them for graduate school.
- Study abroad experiences expose students to not only a new geographical area but also an immersion into another culture.
Last and certainly not least, first-gen students come from a variety of socio-economic backgrounds, and we must anticipate and proactively address barriers that can hinder their involvement and experiences. It is hard to think about these opportunities if they are wondering how they will pay their remaining balance from the semester and afford their tuition next semester. We cannot begin to talk to a first-gen student about leadership opportunities if they are experiencing housing and food insecurity. For example, before announcing a leadership or academic conference, we should also ask ourselves:
- Are there scholarships first-gen students can apply for if they do not have the funds?
- What grants exist to help study abroad be a reality for them?
- Is your development office fundraising for scholarships to help students with their tuition and fees?
- Are you advocating for continued availability of grants and loans that many students depend on to access higher education?
Now, more than ever, we must foster environments where first-gen students thrive. We must be strategic and intentional in connecting them to opportunities and ensuring they have the resources to succeed. Each administrator, faculty, and staff member plays a role in their success. Reflect on what you can do as an individual and what your office can do to better serve your first-gen students. When we support first-gen students, we strengthen the entire campus community. It truly does take a campus to ensure first-gen students thrive!