The Struggles (and Strengths) of First-Generation College Students During the Pandemic

This is a guest blog post written by Ana Guadalupe Vielma, one of Dr. Stephanie Cawthon’s mentees. Ana is a third-year doctoral student in the Human Development, Culture, and Learning Sciences in the Department of Educational Psychology at The University of Texas at Austin. Recently featured among St. Edward’s University’s 200 impactful alumni, Ana’s leadership around issues that first-generation students face stems from both her personal experience and her passion for promoting evidence-based practices. Her work recognizes the importance of understanding the real-lived experiences of students, particularly when considering the differential impact of systemic events like the COVID pandemic on marginalized populations.

First-generation students are people whose parents have not yet attained a four-year college degree. This population typically includes non-traditional, low-income students of color who face distinct unseen challenges when transitioning to higher education. 

Before the pandemic, first-generation college students were likely to experience social and financial barriers that affected their academic success and wellbeing, such as food insecurity, educational expenses, and poverty at drastically higher rates than their peers. 

As a result of the COVID-19 pandemic, these hardships have significantly worsened. 

As a first-generation college student myself, I am emotionally exhausted. The “welcome back” emails masquerade the issue at hand by pretending these challenges never happened. There is an absence of acknowledgment about the struggles we persevere through that I find disheartening. 

Through my research, I surveyed first-generation college students about their encounters and hardships related to COVID to examine ways educators can provide assistance and access to better support. As faculty and staff members prepare for this new academic year, this information can help them recognize and better understand the first-generation college experience during the pandemic. 

First-gen students are experiencing additional financial stress 

Although American universities took measures to respond to the COVID-19 pandemic, such as disbursing emergency funds from the Coronavirus Aid, Relief, and Economic Security (CARES) Act, these solutions provided only temporary relief for underserved students. Despite these resources, first-generation students continue to struggle financially. 

Financial stress comes in many forms: 69% of students reported experiencing at least one of the following stressors: a loss or reduction of income, unexpected increases in living and technology costs, and a loss of an expected job or internship offer as a result of the pandemic. Housing was also unstable: 55% of students reported they relocated during the pandemic. 

These findings indicate universities required students to relocate after campuses closed and incur unexpected expenses for technology to adjust to their new online learning environments. The pandemic widened the digital divide, and educational institutions left students with only limited access to support and resources to transition from in-person to online learning.  

Universities should provide students with additional opportunities for financial support such as grants and scholarships to offset the cost of their educational expenses. I also encourage faculty and staff members to assist students by relaying any information about outside scholarship opportunities. In addition, I highly recommend educators provide students with free and accessible course materials to reduce the number of students paying for these requirements out of pocket each semester. 

First-gen students are struggling with online learning environments 

A large proportion of students, 86%, reported experiencing three or more academic factors as obstacles to their successful transition to online learning. These factors include a lack of motivation, reduced access to an appropriate study space, an inability to learn effectively online, and a lack of interaction with other students. I encourage professors to be flexible, provide accommodations, and extend grace on their students when possible.  

Only 65% of students reported a positive experience associated with online learning, including attending class more regularly, having more time for academics, and feeling less stressed about their work. I highly recommend professors provide asynchronous options for students so they can work at their own pace. 

First-gen students have additional familial responsibilities outside of class

First-generation college students are more likely to be older, come from minority backgrounds, have dependent children, live off-campus, and work full-time (Tinto, 2008). 

Just under half, or 43% of students reported additional caretaking responsibilities for children or other adults during the pandemic. Furthermore, 40% of students reported having an immediate family member or themselves be diagnosed with coronavirus disease. 

In addition to their coursework, students are working to financially support themselves and serve as caretakers for their loved ones. Many first-generation students live in intergenerational households with elderly immediate family members that need assistance. These numbers indicate that both students and their family members contracted the virus and experienced life-altering concerns about their health.

As we continue to combat new coronavirus strains, I implore educators to consider offering hybrid or online learning options for their students. Forcing students to return to campus may lead to adverse health outcomes for themselves and family members at home.

First-gen students are still supporting their community

A whopping 91% of first-generation students reported volunteering, checking in or helping others, engaging in research, or donating to help assist others in need during the pandemic. Despite students experiencing additional stressors and limited resources during the pandemic, they are still willing to demonstrate acts of kindness and support their community. 

This finding provides a glimmer of hope. I encourage people to continue these acts of altruism because even the slightest change can bring about a more significant impact — and because the pandemic is not the only reason first-gen students have had to provide support in their communities.

We have also faced a series of natural disasters — including snowstorms in Texas, heatwaves in the Pacific Northwest, fires throughout the West, and hurricanes in the Northeast — that have had devastating consequences. Through donations, check-ins, and offering temporary housing to others, I have learned first-hand that assisting one person can lead to supporting the entire community.

Higher education needs to acknowledge our experiences and inspire other students to continue striving towards excellence. 

As for me? I see you. I hear you. I feel with you. I am proud to be a part of such a strong community. I am proud to be first-gen. 

For more best practices and recommendations from Ana for supporting first-gen students, read her February 2021 blog post and infographic: First-Generation College Students and COVID-19: How Higher Education Can Improve Its Support (and Better Understand Us).