Who are first-generation students?

Contents:

• When first-generation students became visible
• What difficulties first-generation students face
• Why it is worth studying the experiences of first-generation students and supporting them

First-generation students, or first-generation students, are students of higher educational institutions whose parents do not have higher education. These students often face unique challenges and difficulties in their education, as they may lack access to the information and resources available to their peers from families with higher education. Support and mentoring for first-generation students play a crucial role in their successful adaptation and completion of their studies.

The term "first-generation students" became popular in the second half of the 20th century. Various countries began to identify this category of students in response to growing inequality in higher education. Anastasia Lukina, Junior Research Fellow at the Institute of Education at the National Research University Higher School of Economics, explains the reasons for this phenomenon in detail in her article "Educational Trajectories of First-Generation Students as a Case of Inequality in Higher Education" and in comments for Skillbox Media. First-generation students face unique challenges due to a lack of family experience with higher education, which can impact their academic performance and career prospects.

When First-Generation Students Became Visible

The emergence of this new category of students is a result of the massification of higher education. After World War II, college enrollment increased significantly in most countries. This growth continued throughout the 20th century: in 1900, only about 1% of young people of that age were enrolled in college, whereas by 2000, the proportion of students reached 20%. The most rapid increase in the number of students has been observed since the 1950s, which indicates global changes in the availability and importance of higher education.

During this period, a significant portion of new students consisted of young people whose parents had no experience of higher education. This circumstance influenced the choice of educational institutions and the adaptation of students to the educational process. Young people faced new challenges associated with their parents' lack of knowledge about the higher education system, which affected their motivation and level of preparation.

The massification of higher education had its own characteristics in different countries. In the USSR, the process of enrolling young people from working-class families in higher education institutions began in the 1920s. In the first years of Soviet power, this process was carried out mainly through special workers' faculties, which served as preparatory courses. This was necessary, since many new students did not have a high-quality school education and needed additional preparation before starting their studies at universities. This approach contributed to an increase in the number of students and expanded access to higher education for various segments of the population.

Revised text:

Please note the additional resources for a deeper understanding of the topic. They will help you expand your knowledge and gain useful information. Read also other materials that may be interesting and useful to you.

The Soviet government initially decided to abolish competition for admission to higher education institutions. This decision was motivated by a desire to make education accessible to all citizens, regardless of their social status or financial situation. However, it soon became apparent that this measure led to a decrease in the quality of student preparation and a decrease in motivation to study.

After analyzing the situation, the government realized that the lack of competitive selection was negatively affecting the level of education. As a result, it was decided to reinstate competitive examinations to ensure a more qualitative selection of applicants and improve the overall level of students' knowledge. This change contributed to the improvement of the educational process and the strengthening of the higher education system in the country.

In the following decades, Russia saw active growth in the number of higher education institutions, which contributed to an increase in the number of students. According to data from the book "Universities in Russia", from 1928 to 1932, the number of students more than doubled and exceeded half a million. This growth reflects a significant modernization of the country's educational system and increased accessibility of higher education for young people.

Access to higher education in the USSR expanded significantly in the second half of the 20th century. While the number of students in 1953 was 1.56 million, by 1969 this figure had risen to 4.55 million. By the late 1970s, more than 5 million students were studying at Soviet universities. Despite this, higher education during this period was not widespread. According to estimates by the authors of the study "Universities in Russia," in the mid-1970s, the number of places available for admission to universities provided education for only about a quarter of high school graduates. This underscores the limited access to higher education at that time, despite its growth.

The massification of higher education in Russia began in the 1990s and 2000s. In 1992, the number of students in Russian universities reached 2.6 million, while from 2005 to 2010, this number exceeded 7 million. The main reason for this dramatic growth was the opening of numerous private universities, many of which subsequently closed due to poor educational quality. Public universities also increased their enrollment, leading to a significant increase in the number of first-year students. However, in the 2010s, there was a significant decline in student enrollment, and it currently stands at approximately 4.7 million. This process of massification of higher education has impacted the quality of specialist training and the needs of the Russian labor market. In Russia and earlier in the USSR, first-generation students were not considered a separate, mass category. The admission of young people from families where no one had previously received higher education to universities is nothing new to the Russian educational system, given our historical characteristics. This situation highlights the traditions and changes in access to higher education in the country.

In Europe and the United States before World War II, higher education was largely elitist, and young people from low socioeconomic backgrounds, as well as immigrants, struggled to obtain it. The emergence of first-generation students has become an important social change that requires attention. Anastasia Lukina notes that various practices have developed in these countries to support these students. Early research in this area aimed to evaluate the effectiveness of these practices and develop new approaches to assist students who face unique challenges on their path to higher education.

What difficulties do first-generation students face?

Anastasia Lukina notes that in Russian studies, the category of first-generation students is often not distinguished. However, there are individual studies demonstrating that Russian first-generation students face similar difficulties as their foreign colleagues. This underscores the need for further study of this issue and the development of approaches to supporting this category of students.

One Russian study analyzed the attitudes of parents with different levels of education towards their children's education. The results showed that more than 25% of parents without a higher education are confident that their children will only be able to graduate from college. In contrast, among respondents with a higher education, only 6% expect their children to receive secondary vocational education. Although most parents still believe in the possibility of their children obtaining a bachelor's or specialist's degree, they express skepticism about the chances of completing a master's degree and obtaining two higher education degrees. These data highlight the importance of parents' education levels in shaping educational expectations and goals for their children.

Becoming a first-generation college student requires overcoming not only your own doubts but also those of your parents. Family support plays a key role in the process of choosing an educational path. Parents may express concerns about financial costs, level of education, and future prospects. Therefore, it is important to maintain an open dialogue with your family, explaining the benefits of higher education and sharing your goals. Convincing your parents of your intentions can significantly increase your chances of successfully applying to and attending university.

Research shows that parents' education level significantly influences their children's educational achievements. For example, in Canada, according to data from more than 100,000 immigrants who arrived with their children after 1980, children whose both parents have a college degree are 27% more likely to earn a college degree than children from families where neither parent graduated from college. This underscores the importance of parental education in shaping the educational prospects of the next generation. Children of parents without a college education often show little interest in pursuing higher education. Even if they decide to attend university and find the opportunity, they do not perceive it as a necessary step. As a result, their motivation to both enroll and successfully complete their studies may be significantly lower. This can negatively impact their academic performance and future careers, highlighting the importance of fostering motivation for learning from an early age. Research conducted across countries shows that students from low socioeconomic status families often underestimate the benefits of higher education. They tend to overestimate the costs associated with attending university, leading to the belief that these costs are unreasonably high. As a result, they fail to see the real benefits of higher education, which may negatively impact their future. This issue requires attention, as understanding the value of higher education can contribute to improving the socioeconomic status of such families and unlocking the potential of young people.

Parents without a higher education often face difficulties in choosing a university and program for their child. They may lack the necessary knowledge and experience to provide useful advice on this important issue. Furthermore, the application process can be confusing and complex. Therefore, it is important to seek information about universities, their programs, and applicant requirements to ensure a successful start to their studies.

International studies demonstrate that the social networks of applicants from families where no one has previously received higher education are often limited and lack connections to the academic community. This means that such students have limited opportunities to obtain information about suitable universities, even through informal channels such as word of mouth. Unlike their peers from more educated and affluent families, who have access to more resources, students from less affluent backgrounds often rely on luck, as well as the support and assistance of teachers, to develop their interests and pursue higher education. Parents of children who lack the means to assist them with admissions are faced with the need to resolve all issues on their own. This is often a difficult task, as not all students are prepared for this stage of their lives. In her research interview, Anastasia Lukina cites the example of a first-year student at a regional university who received no support from her parents in choosing an educational institution and preparing for admission. The girl didn't know where to turn for advice, and it took her fourth attempt to correctly complete the application on the university's website. This case highlights the importance of informational support and preparation for admission, which can significantly facilitate the process for applicants.

International studies, as Anastasia Lukina notes in her review, demonstrate that high school graduates from families where no one has a higher education often choose educational institutions and majors that do not match their ambitions. One American study examines three main "frames" through which applicants from such families evaluate their admissions prospects. These frameworks help us understand how social context and parents' lack of experience in higher education influence applicants' choices, highlighting the importance of supporting and informing young people about higher education opportunities.

• personal fit (the most advantageous option, in which the applicant evaluates the possibilities for their professional and personal growth at the chosen university);
• chance - when the very fact of being accepted anywhere is important, rather than a specific university and specialization;
• restrictive "framework", when the applicant relies on too narrow a set of criteria and does not consider all available and suitable options.

Within the limited choice, applicants from families without a higher education often choose fields that are popular among their peers, such as law and economics. They may also give preference to universities that first caught their attention or choose educational institutions located closer to home. This approach can limit their opportunities and does not always correspond to their real interests and career aspirations. It is important to pay attention to the diversity of educational programs and explore alternative directions that can lead to a successful professional career.

Choosing a region for study is an important step, and it makes sense to focus on it. However, if distance from home is the only criterion, this significantly narrows the range of possible options. When choosing a place to study, it is important to consider not only geographic proximity but also important aspects such as the quality of education, the availability of specialized educational institutions, the cultural and social characteristics of the region, and employment opportunities after graduation. This comprehensive approach will help you make a more informed and informed choice that will contribute to successful education and further development.

Young people whose parents do not have a higher education are significantly more likely to choose non-selective and less prestigious universities. This trend is observed in various countries, including Russia. Research shows that parents' level of education directly influences their children's choice of educational institution. A lack of higher education among parents can limit access to information about the best educational institutions and reduce motivation to enroll in more competitive universities. Therefore, to improve the situation, it is necessary to raise awareness and support for families with low levels of education so that their children have the opportunity to enroll in more prestigious educational institutions.

According to data from the United States, even with equal financial resources and comparable ability levels, students from families without higher education choose less prestigious universities compared to their peers from families with higher education. This underscores the influence of family background on the choice of educational institution and, consequently, on educational and career prospects.

According to international studies presented in Anastasia Lukina's review, first-generation students often have lower levels of competencies and formal achievements compared to their classmates. Research shows that parental family characteristics have an indirect impact on children's university performance. These characteristics shape school performance, which, in turn, determine the students' subsequent educational trajectory in higher education.

There are objective reasons explaining this situation. In countries where no adult in the family has a college degree, such families are more likely to be low-income. Children from such families are less likely to have access to prestigious schools that offer advanced courses and to use tutoring services. Furthermore, they rarely receive the necessary support from their parents in their academic process. For example, a 2014 study of American engineering students found that students whose parents did not have a college degree were less likely to report having a family member interested in science or mathematics, to receive help with homework, or to hire tutors for additional preparation. This information underscores the importance of parents' educational background and its impact on children's academic success. First-generation students often face difficulties developing effective communication strategies in the academic environment and learning methods. This leads to a more difficult time organizing their studies. Research shows that students without a family history of higher education are less likely to seek help from professors or other educational staff. They prefer to act independently, striving to learn even more, which ultimately leads to overload. Furthermore, such students are more likely to overestimate their abilities, which makes it difficult to plan their study time and increases the likelihood of failing exams. Providing support and developing programs aimed at helping first-generation students can significantly improve their academic success and overall well-being in the educational process.

First-generation students face significant challenges in receiving support and guidance from their families during their university studies, according to a survey of South African students conducted during the pandemic. Many of these students are forced to combine studies with work, often full-time, while their peers from educated families receive financial and emotional support from their parents. As a result, first-generation students experience greater difficulties in the academic process, which can lead to higher dropout rates and delays in graduation. According to research in the United States, between 30 and 50% of first-generation students drop out after their first year. Support and resources for these students are crucial to their successful completion of their education.

First-generation students often face difficulties interacting with professors, asking for help, and organizing their academic process. This is due to the fact that they may feel like "outsiders" in the university environment. A lack of experience and support from family or friends who have already attended university can exacerbate this feeling. It is important to create a more open and supportive educational environment to help these students overcome barriers and successfully adapt to new conditions.

Research on this category of students emphasizes the term "habitus," coined by Pierre Bourdieu. This term encompasses a set of inclinations, behavioral strategies, and models learned in childhood, including family, work, and gender aspects. Children raised in families without higher education are formed in conditions that differ from those typical of privileged social classes. This context has a significant impact on their educational and social achievements, which in turn underscores the importance of studying the influence of social conditions on student development.

Anastasia Lukina notes in her review that, according to some data, entering university can negatively impact students' relationships with their parents. Students face the need to constantly shift between academic and family life, which can lead to a decrease in communication. As a result, they experience distance from their parents and a sense of disconnection from their former lives. This situation requires attention from both the students themselves and their parents to maintain strong family ties amidst these changes. Anastasia cites a study by Australian researchers who analyzed how first-generation students describe their experiences adapting to university life. Their stories reveal a variety of metaphors: studying is presented as a journey and overcoming the unknown, with university perceived as an ocean full of hidden difficulties. Some metaphors reflect feelings of alienation and "not belonging," while others express a general state of instability. For example, student life has been compared to a "bursting bubble" or jumping off a diving board, as well as a roller coaster, symbolizing the emotional ups and downs students experience during the adaptation process.

Research conducted in 2017 revealed interesting findings regarding first-generation students at Chinese universities. Interviews with students revealed that many are reluctant to integrate into the academic environment. They view their studies as a separate aspect of their lives and prefer to maintain their familiar social connections, leisure activities, and surroundings. The main reason for this behavior is the stress they experience during the first months of study, when they feel uncomfortable in their new surroundings. These findings highlight the importance of support and adaptation for students to help them overcome difficulties and successfully integrate into university life.

First-generation students often understand the rules of the academic environment, but do not accept them on an internal level. They may view the issues that concern the university community as imaginary and unworthy of attention. They may perceive academic activities as unimportant. In one Swedish study, a participant shared his impressions: “There is so much idle chatter in the academic environment! When we discuss what a person should study and what he or she should do in the future, I again feel proud of my roots and belonging to the working class.” This viewpoint highlights the gap between academic theory and the practical realities faced by students from working-class families.

School graduates who enter universities and become first-generation students often come from more affluent and educated families compared to those who do not pursue higher education. However, despite this, they still lag behind students whose parents have a university education in all parameters of parental capital. These circumstances may hinder their sense of belonging to university life and integration into the student community.

Economic inequality has a significant impact on students. Many of them depend on financial support from their parents, while others are forced to earn their own education. For these students, it is clear that their circumstances are not taken into account by universities. This creates additional difficulties and obstacles to obtaining a quality education. It is important for educational institutions to take into account the various financial situations of students and offer more flexible solutions to support those facing economic difficulties.

Why it is worth studying the experiences of first-generation students and supporting them

The problems of first-generation students discussed in international studies have their own unique characteristics and causes in Russia. These differences may be related to the cultural context, the educational system, and social conditions. It is important to consider that first-generation students in Russia face various challenges that may differ significantly from those observed in other countries. Understanding these differences will help us more effectively support and develop students by providing them with the necessary resources and assistance throughout their studies.

In Western countries, where higher education is typically fee-based, access to it often depends on financial status. This is especially true in the United States, where first-generation students often come from families with low socioeconomic status. Thus, first-generation students often overlap with students from low-income families. Anastasia Lukina notes that some researchers effectively equate first-generation students with low-income students, viewing these groups as synonymous, although this is not always the correct approach. It is important to consider that having parents with higher education can significantly influence a student's choice and success in the educational process, making the issue of access to education even more complex.

In Russia, there is a discrepancy between the educational level and financial status of the population. There are large groups of people with high levels of education but without significant financial resources, and vice versa. Anastasia Lukina emphasizes that researchers are analyzing the problem of status "decrystallization" in Russian society. In this context, a parent's lack of higher education is not always an indicator of a student's low social status. Studying first-generation students at Russian universities is crucial for a thorough understanding of educational inequality in the country. The general consensus that first-generation students face greater academic difficulties and are at higher risk of dropping out confirms the need to provide them with specialized support. This support may include mentoring, access to resources, and programs aimed at improving their learning experience and increasing their chances of successful completion.

Anastasia Lukina notes that today, several key practical support measures can be identified for students who are the first in their family to enroll in higher education. These measures are aimed at facilitating the adaptation process and successful learning for such students, which is especially important in the current educational environment.

More targeted work is needed with high school students who are deciding on a university and major. This will allow for a better understanding of their interests and needs, as well as provide the necessary information about educational and career opportunities. Effective support and consultation will help students make an informed choice that aligns with their ambitions and professional goals.

Educational policy measures should focus on informing prospective students about the benefits of choosing a particular major. It is important to organize career guidance events that will help young people better understand their interests and career prospects. Detailed guidelines on the application process and admissions recommendations should also be developed to facilitate the process for applicants. An online navigator is needed to help navigate the choice of universities and majors, making the information accessible and understandable. Students who have already begun their studies often require support during the adaptation process. Many of them move from small towns or villages to study, facing the need to reorganize their daily life. This includes changing their usual rhythm of life, creating a new social circle, and bridging the gap with family. Adaptation to a new environment is an important stage, requiring attention and understanding from both the student and their loved ones. It is important to provide comfortable conditions for successful integration into the educational process and social environment, which will help students quickly settle in and begin a full life in their new place. Anastasia Lukina suggests considering the introduction of mentoring programs and psychological support measures for students. These initiatives can have a significant impact on helping students develop their individual educational trajectories. A personalized approach to education can contribute to graduates' more successful employment and help them achieve their desired positions in the competitive labor market. Supporting students in this process will be an important step toward improving their professional readiness and success.

Learn more about education by subscribing to our Telegram channel. There you will find current news, useful tips, and interesting materials that will help you stay up-to-date on all developments in the educational field. Join our community and expand your knowledge!

Explore additional materials:

• How to make university admissions more fair? There is an idea - a contextual technique.
• If an education in the form of a diploma is required, Russians choose the humanities.
• Yandex and the HSE found out how Russian applicants choose universities.
• How access to higher education depends on the welfare of the country.