LEAF Lens: Supporting first-generation students over the Summer
Another school year has flown by. Congratulations to all who are celebrating graduations this season- what an incredible milestone and achievement amid a pandemic and in a country continuously experiencing racial and economic trauma. The importance of rest and emotional care cannot be overstated in these times, but we are also thinking about how to ensure students entering college this coming year do so with as many tools as possible to be successful.
Why is summer support important?
The transition from high school to college is perhaps the most drastic in a student’s academic career. It encompasses many transitions- academic, financial, social, and potentially moving away from home for the first time.
I won’t venture to “rank” these transitions from most to least critical, as the challenges are different for each student. And they are all critical, particularly for first-generation college students. These students especially are entering college with a wide range of academic preparation. They are often low-income with more complicated financial situations and aid packages. They have often never visited a college campus or the campus they chose to attend. And they often do not know who to turn to with questions about logistics like housing, course selection, work-study, and more.
What kinds of summer support are offered?
Summer bridge programs are offered by many colleges and universities, varying in scope and timing. These programs often offer many benefits.
Students are able to take courses prior to school starting, which allows them to gain additional academic preparation, get credits under their belt before fall, and begin the transition to college rigor in a less intensive setting. They are able to begin to build community and hopefully a feeling of belonging on their college campuses, as many of these programs are small and deliberate cohorts of students with similar backgrounds. If the programs are able to return to in-person facilitation this summer, students can also become familiar with the campus resources and layout. (I can’t tell you the times I’ve heard about a student arriving to campus on their first day and missing a class because they couldn’t find it in time!)
Some programs also have a counseling element, where dedicated counselors support students with logistical preparation like selecting classes and understanding financial aid.
What are the barriers for participation?
Various studies have stated that participation in summer support programs positively impacts a student’s retention and graduation rates. However, there are barriers to participation, especially for first-generation students.
Students often don’t know about these programs or understand their benefits. In working with students for the past several years, when I speak to them individually is often the first time they hear about a summer program on their college campus. Odds are they have received at least one email about the program. However, have you seen an 18-year-old’s inbox lately? Not pretty.
Many first-gen students have other responsibilities over the summer, including employment and childcare, preventing them from participating in something that is all day for several weeks in a season where families count on additional income for their households.
How can we do better?
Pay students to participate in summer programs. Some programs, including West Valley College and Growth Sector, pay students to participate in summer programs. This is an incredible practice and I am personally really looking forward to seeing the impact of this incentive.
Personal, targeted recruitment for summer programming. The students who will most benefit from these programs are likely students with overwhelmed lives and inboxes. More direct reach-outs, though they take time, have exponential impacts on student understanding and the likelihood of participation.
Support parents and families through this transition. Help families understand what their new college student will be going through and give them tools to support their student and themselves. As many of you know, this is a big change for caretakers as well.
More belonging and social-emotional transition support! For LEAF, this cannot be separated from academic, financial, and logistical support. However, it also includes career planning and intentional workshops about belonging, homesickness, imposter syndrome, and other phenomena we know will likely impact first-gen students but that with support, they are fully capable of navigating.