Higher education institutions can support first-generation students who are interested in participating in on-campus co-curricular activities by raising awareness of available opportunities and considering the need for flexibility in the format and timing of such activities.
Engagement in collegiate activities, such as student organizations, on-campus work, and faculty-led research, are considered high-impact practices that are linked to higher persistence and graduation rates, as well as better overall outcomes among college students.
Recent data from Inside Higher Ed and Generation Lab suggests that first-generation students are not benefiting as much from on-campus experiences, highlighting equity gaps in participation in campus co-curricular activities.
A survey conducted in May 2024 by Student Voice found that almost half (47 percent) of first-generation students have not participated in any on-campus activities, including student clubs and organizations, research opportunities, paid work, or volunteer roles. This percentage was 20 points higher than continuing-generation students’ participation rates (26 percent).
Approximately 17 percent of first-generation students stated that they view participation in extracurricular activities and events as somewhat unimportant or not important at all to their overall well-being while in college and after graduation.
Colleges and universities can implement strategies and programs to increase participation in high-impact practices for first-generation students.
Identify affordable housing as a solution. First-generation students indicated that living closer to or on campus could improve their attendance at on-campus events. Research shows that students who live in residential housing are more engaged, feel a greater sense of belonging, and achieve higher grades compared to their peers. Providing access to housing can enhance the success of first-generation students.
Create career connections. Many first-generation students expressed that they would participate in on-campus activities if they saw a greater connection to their future careers. However, a third of these students have not worked with their career centers. Colleges and universities can establish more intentional connections between the development of career competencies outside the classroom and how it prepares students for life after graduation.
Build flexible schedules for extracurricular activities. The top initiative identified by Student Voice respondents to improve on-campus engagement is greater convenience in the timing and location of events. First-generation students often have work or family responsibilities that can strain their time and resources. Offering flexible scheduling can break barriers to participation for these students.
Allocate funding for student work. Some first-generation students indicated that off-campus work hindered their on-campus participation. Providing opportunities for paid experiential learning, such as research or study abroad, can address financial concerns and enhance students’ experiences while enrolled.
Highlight opportunities for students. Peer mentorship can help first-generation students navigate campus and become familiar with the various ways they can contribute on campus. Many institutions offer first-generation orientation programs, but ongoing conversations and support are essential to ensure these students are not left behind.
Build community across campus. First-generation students can sometimes feel isolated or experience impostor syndrome as they navigate higher education. College leaders who are also first-generation graduates can serve as role models to support these students. Initiatives like First-Generation Fridays at Seton Hall University and first-year seminars at Penn State aimed at first-generation students can help create a sense of belonging and ease the transition into higher education.
How does your college or university support the success of first-generation students? Share your insights here.