Six ways to engage first-generation college students on campus

Involvement in university activities, including student organizations, campus work, and faculty-led research, are considered high-impact practices linked to higher persistence and graduation rates, as well as better overall student outcomes.

Recent data from Inside the Upper Ed and Generation Lab suggests that first-generation students are being left behind in campus experiences, highlighting equity gaps in who benefits from campus co-curriculars.

A May 2024 Student Voice Poll found that nearly half (47 percent) of first-generation college students did not participate in any activities, including student clubs and organizations, research opportunities, paid work or volunteer roles on campus, a figure that was up 20 points percentage higher than that of students in the continuous generation. (26 percent).

About 17 percent of first-generation college students said they see participation in extracurricular activities and events as somewhat unimportant or not at all important to their overall well-being, both during college and after graduation.

Colleges and universities can implement strategies and programs for improve participation in high-impact practices for first-generation students.

1. Identify affordable housing. When asked which might encourage students to participate in campus events, first-generation college students indicated that living closer to or on campus would improve their participation (29 percent). Previous research shows students who live in residential housing are more engaged, report greater feelings of belonging, and earn higher grades compared to their peers, so providing access to housing can improve first-generation student success.
2. Make career connections. Thirty-two percent of first-generation college students say they would participate in campus activities if they saw a greater connection to their careers. However, one-third (35 percent) of first-generation students have no experience working with their career centers. Colleges and universities can make more intentional connections between career skills developed outside the classroom and how they prepare students for life after graduation. Coastal Carolina University has a program, Pathway 1954, that provides students with a road map to develop a co-curricular transcript and develop their interpersonal skills.

3. Build flexible extracurriculars. The most important initiative Student Voice respondents indicate would improve their engagement on campus is greater convenience in the time and location of events and activities. First generation students are working or often are responsible for helping their familieswhich can put pressure on their time and resources. to Pepperdine Universitystaff help overcome barriers to participation for first-generation students by encouraging them to meet with peer mentors, book an appointment online, or come to office hours. This helps build community and lowers barriers to engagement.
4. Allocate funds for student work. One in five (21 percent) first-generation students indicated that off-campus work hindered their participation on campus, and another 5 percent said on-campus work was a hindrance. Additionally, 20% of respondents indicated that more opportunities for paid work on campus would increase their involvement at their institution. Providing opportunities for paid experiential learningsuch as research or study abroad, can address students’ financial concerns and deepen students’ experiences while enrolled.

5. Highlight opportunities for students. Like their continuing-generation peers, first-generation students are often unaware of the breadth of spaces they can contribute to on campus. Peer Mentorship it can be a way to familiarize students with navigating the campus and reveal the college’s hidden programs. Many institutions have a first generation orientationbut continuing the conversations can ensure that students are not left behind.
6. Build a campus community. Sometimes first-generation college students can feel alone or have imposter syndrome as they navigate higher education. A quarter of first-generation Student Voice respondents said they would be more involved if they felt they belonged. College leaders or practitioners who are first-generation graduates themselves can serve as role models to help students as they navigate college. Seton Hall University hosts First Generation Fridays throughout the academic year, which include in-person events, community meetings, and social media posts to recognize first-generation students, faculty, and staff. Penn State launched a first-year seminar focused on first-generation College of Agricultural Sciences students that helps connect students with their peers and ease the transition to higher education.

How does your college or university foster first-generation student success? Tell us more here.