Resilience and empowerment: reframing the narrative for first-gen students

I was a first-generation college student before the phrase “first-gen” was coined. During the entire four years of my undergraduate education, I felt that I should downplay or hide the fact that nobody else in my family had matriculated. I had no connections or resources, and felt like I was always a few steps behind my peers. It wasn’t until I was pursuing my PhD at Johns Hopkins University that it dawned on me that being first-gen gave me advantages: I was strong, I was resilient and resourceful. I was always the last person standing.

A focus on deficits

The deficit narrative surrounding first-generation students often emphasises their perceived shortcomings, such as lack of familial educational background or limited access to resources. This narrative can create a sense of inadequacy and diminish first-gen students’ confidence in their ability to succeed in higher education. However, a resilience-focused narrative acknowledges the challenges faced by first-gen students while highlighting their strengths, determination and specific assets.

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The key turning point in my career was the day I realised that, as a first-gen student, I brought unique strengths to the table. I realised that I was willing to persist and remain optimistic when things got difficult. This profoundly changed my outlook. To this day, I appreciate the perspectives of people who are typically unheard. I often tell students that this reframing from a focus on my first-gen “deficits” to what strengths I brought to the table was career-changing.

Techniques to reframe the first-gen narrative

Here are techniques that universities can use to transform the narrative around first-gen students:

• Recognise first-gen students’ resilience and strengths: First-gen students often are resourceful problem-solvers. Consider the strong work ethic, determination and perseverance they have often cultivated through overcoming obstacles. Acknowledging these qualities reframes their identity from deficit-based to one centered on resilience and capability. One way to do this is to make processes clear – on class syllabuses, for example – so that students can continue to leverage their own resourcefulness to advance.
• Offer and amplify positive role models and stories: Highlighting success stories and positive role models within the first-generation college student community can be empowering for this group. At Virginia Tech, peer and faculty mentors, including myself, share their own experiences navigating similar challenges and achieving success. These peer and faculty role models offer hope, encouragement, camaraderie and a road map to first-gen students that underlines that success is attainable despite the odds.
• Foster a growth mindset: Promoting a growth mindset is crucial in reframing the narrative for first-generation students. Faculty and peer mentors, ideally who also were and are first-gen students, can be helpful here, showcasing that abilities and intelligence can be developed through dedication and effort, rather than being fixed traits. This instils confidence and resilience. Embracing challenges as opportunities for growth and learning reframes setbacks as temporary obstacles – and learning experiences – rather than insurmountable barriers.
• Cultivate a supportive environment: Creating free wrap-around services within educational institutions is essential in shifting the narrative. In addition to mentorship programmes, Virginia Tech offers tailored counselling services (Cook Counseling Center), customised and responsive career resources, scholarship opportunities, student organisations such as IG@VT and 1stGG, even a dedicated living-learning community, GenerationOne, for first-gen students. These resources first acknowledge then help to tackle the challenges faced by first-generation students through hands-on tools for success.
• Emphasise academic and career achievements: Showcasing the successes of first-generation students further reinforces the resilience-focused narrative. Recognising first-gen students’ accomplishments in academic pursuits, leadership roles, research endeavours and professional achievements upends deficit-based assumptions. At Virginia Tech, an entire week of activities honour first-generation students’ contributions to their communities.
• Put in place inclusive policies and programmes: Institutional policies and programmes that undergird efforts on behalf of first-generation students are crucial. For example, admissions and student recruitment policies and programmes must include activities such as high school outreach, streamlined application processes and campus tours that address the unique concerns of first-gen students. Inclusion must be authentic, championed by leadership and embedded in day-to-day operations.
• Embed advocacy for first-gen students: Reframing the narrative mandates collaboration among educators, administrators, policymakers and the community.  Advocating for inclusive practices, resources and support systems amplifies the voices and experiences of first-generation students, ensuring that their needs are recognised and addressed. As noted above, this is achieved only through holistic first-gen inclusion throughout the university.

Reframing the focus from what first-gen students don’t have to the strengths they bring to the table is crucial. Frankly, approaching the first-gen experience from a deficit model only reinforces those deficits. Embracing a narrative that acknowledges first-gen students’ resilience and potential means that higher education institutions can create a more equitable and nurturing environment that facilitates students’ success.

Lisa M. Lee is associate vice-president for research and innovation and professor of public health in the department of population health sciences in the Virginia-Maryland College of Veterinary Medicine, and serves as a mentor to first-gen students at Virginia Tech.

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