Abstract
This case study examines the challenges academic advisors face when supporting their students’ personal and professional development, particularly looking at first-generation transfer students, who often face extraordinary pressures and challenges. While first-generation college students bring a number of strengths and talents with them to higher education, they often enter colleges and universities that are not fully prepared to meet their needs. For example, these students frequently navigate higher education with added strain from financial concerns, familial aspirations, and uncertainty of what career path they will take, all while adjusting to the rigorous demand of the university experience. Academic advisors play a critical role in supporting these students by fostering a trusting and supportive relationship, supporting students as they explore various career paths, and providing resources that help students make informed decisions that honor both their internal desires and family and other external expectations. Practicing a holistic approach to academic advising can be essential for promoting the well-being and long-term success of first-generation transfer students.
Keywords: Academic Advising, First-Generation, Holistic Support, Parental Expectations
Primary Characters
Jasmine (she/her/ella) is a first-generation college student who has been at Lakewood State University for a semester after transferring from her local community college. She excelled in her general education courses at community college, but once transferred and taking courses for her major, she is realizing her current career path is not for her. However, her parents expect her to stick with Business Administration due to their belief in the stability of that career choice and likelihood she will get a job that pays well.
Sarah (she/her) is an academic advisor in the Office of Student Academic Support Services and has been at the institution for six months, and she has an interest in supporting first-generation and underrepresented students, as she is first-generation herself. She holds a master’s degree in Higher Education and Student Affairs (HESA). Sarah’s approach to advising is a student-centered, holistic support that incorporates both academic and personal development.
Context
Lakewood State University (LSU) is a mid-sized public institution located in a suburban community outside of a major metropolitan area in the Midwest. With approximately 12,000 students, LSU is known for its strong academic programs, including its highly regarded College of Business. LSU has developed a centralized framework for advising students in a holistic manner, which includes a strong academic advising team who follow the framework that emphasizes personalized, student-centered guidance that helps students navigate the complexities of college life. With nearly 30% of LSU’s students identifying as first-generation, academic advisors are equipped with information and resources such as mentorship programs, financial aid counseling, and student organizations dedicated to advocating for first-generation students.
Case
Sarah is a relatively new professional working as an academic advisor with the Office of Student Academic Support Services at LSU. She is focused on working with first-generation college students and other students who have not historically had access to higher education. Following LSU’s holistic approach to advising, Sarah hopes to build a reputation of being empathetic and highly focused on her students’ personal, academic, and professional development.
One afternoon she meets with Jasmine, a junior who identifies as first-generation, majoring in Business Administration. During their meeting, Jasmine shares that she has growing doubts about her major and is uncertain of whether or not this current career path is for her. Jasmine tells Sarah about how her parents heavily influenced by selection of her current major. “They want me to make sure I have a financially stable future in the career I choose,” she shares. Jasmine then goes on to tell Sarah that she has an increasing interest in non-profit work and social justice, interests that have grown through her volunteer work on campus.
“I’m struggling in my business classes, but this means so much to my parents,” Jasmine confides in Sarah. To deal with her struggles in some business classes, she attends study groups and her TA’s office hours. Jasmine shares with Sarah that her family looks forward to her visits home and hearing about what she is learning in her classes. “My parents didn’t have the opportunity to go to college,” Jasmine says, “So they like hearing about my experiences in and out of classes on campus.” Jasmine hesitates to share the difficulties she is having with her family, so she tends to only tell them about the positive things that occur.
As an advisor who specializes in working with first-generation students, Sarah recognizes and empathizes with Jasmine’s complex situation. She understands that these students often experience emotional and familial pressures that weigh on them. This is because first-generation students are not only navigating their academic journey, but also work to meet the expectations of being the first in their family to attend college.
Discussion Questions:
- What are potential long-term consequences for students such as Jasmine, who prioritize their family’s expectations over their desires and wishes?
- What are some strategies Sarah can share with Jasmine when it comes to advocating for herself?
- What institutional resources could be beneficial in helping first-generation students manage the emotional and academic stresses they feel from their families?
Author Bio
Monica Tomarchio (she/her) is a current second year graduate student at Northern Illinois University in the Higher Education & Student Affairs program. In the future, Monica is interested in working in areas such as Student Involvement, Academic Diversity, Equity, and Inclusion, and Academic Advising.