Since beginning my blog for Diverse, I have had the fortunate opportunity to talk about my experiences in education at several campuses across the nation. Often, someone has read an essay about my experiences with microagressions or some of my reflection pieces of being a first-generation college student. They reach out to me with kind words of encouragement, thank me for sharing my story and ask if I give talks or workshops about my experiences to help students like me thrive.
There is something about using my personal story to encourage others that is both transformational for the audience and helpful in my development as a scholar. Although it excites me to know that I can help students through my story, the thought of speaking to large audiences or being vulnerable to strangers can be frightening. However, at the end of each of these talks, I have always had a euphoric sense of accomplishment, especially when students speak with me afterward to share how much they enjoyed my time with them.
While the talks and workshops I have done are unique to the needs of the institution, the core of my message has always been changing the way we think about “at-risk” identities such as being a first-generation college student, a low-income student or an underrepresented ethnic minority. Rather than dwell on all the challenges first-generation students encounter in post-secondary contexts, I focus on the assets they bring or acquire during this experience. What tools do these students have because they are first-generation, and how can they use these tools to overcome the challenges they encounter?
As a first-generation college student, here are the tenets I focus on:
Leaving a legacy
When I use the term first-generation college student, I am referring to an individual whose parents or legal guardians have not completed a bachelor’s degree. These students are the first in their immediate family to navigate the experience of a four-year institution, thus their success can have an influence on their peers, family and those who look up to them. The opportunity to leave a legacy can serve as a motivational factor for first-generation students to thrive and serve as a role model to their community.
Recognizing forms of capital not often acknowledged
