Perspectives From a First-Generation College Student: Reflections on the Value of Mentoring Relationships

In this Career Development commentary, the author highlights the value of tailored mentoring and experiential learning from the perspective of a first-generation college student. University faculty and practitioners in diverse settings have the opportunity to mentor emerging public health professionals but may not have experience mentoring first-generation college students. We hope that this commentary encourages our readers to reflect on mentoring strategies, opportunities, and benefits for first-generation college students.

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A Longitudinal Investigation of First-Generation College Students’ Mentoring Relationships During Their Transition to Higher Education

Journal of College Student Retention Research Theory & Practice ◽

10.1177/15210251211022741 ◽

2021 ◽

pp. 152102512110227

Author(s):

Matthew A. Hagler ◽

Kirsten M. Christensen ◽

Jean E. Rhodes

Keyword(s):

College Students ◽

Self Efficacy ◽

Help Seeking ◽

First Generation ◽

First Generation College Students ◽

Mentoring Relationships ◽

First Year ◽

School Membership ◽

Longitudinal Investigation ◽

First Generation College

Non-parent mentoring relationships are important protective factors for first-generation college students. Previous research has focused on singular mentoring relationships measured at one time point, failing to capture the breadth and dynamic nature of social networks. The current study is a longitudinal investigation of first-generation students’ mentoring networks during their transition to college at a four-year, predominantly minority-serving commuter university. At the beginning and end of their first year, students (N = 176) responded to online surveys on their mentoring relationship(s), attitudes toward help-seeking, and college experiences. Cumulative support from pre-college mentoring relationships retained across the first year was positively associated with self-efficacy. Support from newly acquired mentoring relationships was positively associated with psychological sense of school membership. Network orientation was positively associated with self-efficacy and sense of school membership. These findings highlight the importance of diverse mentoring networks and demonstrate the utility of collecting longitudinal data on multiple mentoring relationships.

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Talking ‘Bout My Generation: Defining “First-Generation College Students” in Higher Education Research

Teachers College Record ◽

10.1177/016146811812000407 ◽

2018 ◽

Vol 120 (4) ◽

pp. 1-38

Author(s):

Robert K. Toutkoushian ◽

Robert A. Stollberg ◽

Kelly A. Slaton

Keyword(s):

Higher Education ◽

College Students ◽

First Generation ◽

First Generation College Students ◽

College Entrance ◽

College Entrance Exam ◽

Entrance Exam ◽

First Generation College Student ◽

First Generation College ◽

College Educated

Background/Context There have been numerous studies conducted in the higher education literature to determine whether parental education is related to the academic plans and success of their children. Within this literature, particular emphasis is often given to children who are “first-generation college students.” However, researchers and policy makers have not reached agreement on what constitutes a first-generation college student and whether the definition affects the findings from their studies. Purpose/Objective/Research Question/Focus of Study In this study, we examined whether the way in which first-generation college status was defined affected its association with the likelihood of a student going to college. We used data from the Educational Longitudinal Study of 2002 (ELS:02), which is a nationally representative longitudinal sample of 10th-grade students in 2002 who were followed up in 2004, 2006, and 2012. Research Design We used binary and multinomial logistic regression analysis to examine how first-generation college status, as well as other personal, family, and school characteristics, were associated with whether a student took a college entrance exam, applied to college, and enrolled in college. For this study, we constructed eight different definitions of a first-generation college student. The definitions varied with regard to the level of education needed for a parent to be considered “college educated” and the number of parents meeting the education criteria. Conclusions/Recommendations Our results showed that the connection between first-generation college status and these three outcomes varied depending on how first-generation college status was defined. In general, we found larger deficits for first-generation college students when neither parent was college educated and when college educated was defined as earning a bachelor's degree or higher. First-generation college students faced the largest deficits for enrolling in college, and smaller (but often significant) deficits for taking a college entrance exam and applying to college. The results imply that researchers should be very specific about how they are defining first-generation college status and should determine whether their findings are sensitive to how the variable was defined.

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