Many of the students I’ve taught in an academic internship program have been first-generation and low-income students. Often, they seek career opportunities that will lead to a better life for themselves and their families, but give up because they feel behind from the moment they start. They feel that they don’t stand a chance when compared to their peers who come from privileged backgrounds.
To fix that, we need to think holistically about how the life experiences and circumstances of first-generation and lower-income students differ from those of students from elite backgrounds. This gap has been described as the “hidden curriculum” of professional norms and contexts that schools never explicitly teach, but some young people internalize through growing up in elite environments. 
Dr. Nina Wieda
First-generation and low-income students need career advising from the moment they arrive at higher-ed institutions because their families are often unable to lay the groundwork for them. But once they have access to it, they are ready to hit the ground running with the same ambition that got them admitted.
To ensure that happens, such students should be welcomed and met with opportunities that provide needed background information and mentorship from day one. Waiting to gain the knowledge organically — through classes and serendipitous encounters — often means falling behind in the recruitment timeline and facing competition from peers with multiple internships and advanced workplace skills on their resumes. Many become intimidated and give up on pursuing dream jobs.
Those who persevere usually impress interviewers with their drive and resourcefulness, but that’s when another challenge can surface: cultural fit. First-gen students tell me about fearing small talk, because even well-intentioned questions often lead to awkward conversations. A student from Colorado gets asked about her favorite ski resorts, only to respond that her family could not afford skiing. Another student dreads questions about her parents, because she does not like sharing that her father has been deported.
They go to information sessions and learn that they are supposed to network, but they report having no idea how to talk to older professionals. Moreover, they often feel inadequate in terms of “relatability” and “polish” that many careers demand. While many young people turn for encouragement and guidance to their families, first-generation students can get plenty of love, but not enough practical advice.
