Helping first-gen students navigate their post-secondary world

Lawrence Lam says many times the expectations of first-gen students about what college or university will be like are shaped by popular culture — movies and TV shows that depict campus life in a way that, while having some kernel of truth, are not always accurate.
“Through our first-generation programs we are trying to dispel some of the myths that are out there about what it is like and the independence students have,” said Lam, the associate vice-president Students at Trent University.
First-generation students are those who do not have parents, and sometimes siblings or other close relative, who attended or graduated from post-secondary school – like colleges and universities.
“Some of the challenges involve understanding the expectations. A lot of these students don’t know what it is like, and don’t hear from family members or friends, about what to expect,” said Lam, who oversees student supports at Trent’s Peterborough and Oshawa campuses. “We really try to get out as much information and do outreach — from when they accept our offer all the way through the first few days of orientation in September.”
For example, first-gen students may not understand what it means when the school refers to its university calendar, the process of having to select your own courses, or mapping out your requirements for a degree — even declaring a major.
Among the programs designed to assist these students are the school’s Rebound Program, that connects incoming students with an upper-year student mentor who can help guide them through academic life for the length of a term or longer.
“They may not have all the solutions, but they know where to guide them — like an air traffic controller. So, if you are struggling with some of the financial pieces, here is someone in financial aid you can connect with. So, these students do not need to figure it out on their own.”
Trent also offers the You Belong Here program, which is a series of workshops designed to support student’s well-being and academic success. There are weekly group sessions led by staff facilitators which rotate according to what the needs of students might be.
“We connect those students with advisors, so they don’t feel alone or completely isolated, and that’s really important,” said Lam.
Similar programs are offered at other post-secondary schools across Canada.
Jay Baker is the associate director of student equity and inclusion at Toronto Metropolitan University. She said the school offers peer, group and career mentoring to help its first-gen students adapt to academic and campus life.
“It’s really about finding belonging on campus,” said Baker. “I was a first-generation student myself and we found there is often a lack of familiarity with the post-secondary system, and not having family members or parents who navigated higher education, there could be some challenges with understanding the application process, how to access financial aid or scholarships, and what the academic expectations are or the best study skills.”
Baker said students might also feel a bit of imposter syndrome. “Being a first-generation student can be a bit isolating, you can feel like you are out of place, or like you are one of the only students who have not had previous experience from their family or community.”
Both Jay and Lam said creating that sense of community and equity is important the ensure they do not feel there are barriers preventing them from having a meaningful and positive experience — which results in higher retention rates among first-gen students.
Lam said he has heard from first-gen students that these mentoring and information programs have been crucial to getting them off on the right foot and giving them the foundation to ensure their academic and personal success.
“We also hear feedback that the experience was so rewarding that they want to give back to the community and to either become Rebound guides or fill peer support positions,” he said. “It has helped them to also build their career readiness, job skills and the soft skills needed to be a leader in the community.”