The voices of first-generation students provide invaluable insights into how institutions can create supportive environments. Recognizing both the benefits and barriers they face is essential for fostering equity and success.
The Pell Institute’s recent study, Is College Worth It?: Black, Latinx, and Indigenous Student Voices on the Value of Postsecondary Credentials, underscores the transformative potential of higher education. The findings highlight key areas where first-generation TRIO students across racially and ethnically diverse groups envision the future of higher education institutions. Through their experiences, they shared both the benefits and trade-offs of their college journeys, offering valuable perspectives on how institutions can evolve to better support equity and student success.
The Pell Institute’s study underscores how higher education transforms the lives of first-generation students by fostering economic stability, career advancement, and personal growth. Programs like TRIO help students build essential skills, mentorship, and social networks that support their success. For many, earning a degree drives upward mobility for their families and empowers them to create lasting change in their communities.
However, these benefits can only be fully realized if systemic barriers are addressed. First-generation students are not just pursuing degrees—they are building futures for themselves and paving the way for others. To achieve this, the Pell Institute asked students from the study to propose solutions that focus on removing financial barriers, expanding academic and career support, creating supportive communities, and increasing diversity among campus staff and in campus life.
Students emphasized the need for institutions to expand access to scholarships, financial aid, and provide clearer advising on financial responsibilities. A Student Support Services participant from Oregon shared their experience, saying, “We need to talk more about student debt. I didn’t know I had to pay out of pocket this first semester… I wish someone had helped me understand financial aid and debt before it was too late.” Underscoring the importance of early, comprehensive financial guidance can assist students navigate the complexities of funding their education in the longer term.
Similarly, students emphasized the need for stronger transition support to ensure that those from diverse backgrounds are made aware of available resources early in their academic journey. A McNair participant from Pennsylvania shared, “Colleges should make a point to reach out to first-generation, low-income, and underrepresented students early on to help facilitate the transition. I didn’t learn about the resources available to me until my third year, and if I had known earlier, I’d be much further in my academic planning.”
Building on this, students also advocated for expanding tailored academic advising, creating career-focused opportunities such as paid internships and hands-on learning, and strengthening mentorship to help manage academic workloads. Research from the Strada Foundation emphasizes that when students receive timely, accurate, and consistent guidance, they are better equipped to navigate their path from education to career. Early and structured advising allows students to plan effectively, make informed decisions, and fully leverage opportunities for long-term success.
Students emphasized the importance of creating supportive, identity-based communities where they can connect, share experiences, and build networks. For first-generation students, these spaces are vital for fostering a sense of belonging—a factor that can significantly influence their college success. Research published in the Journal of College Student Retention: Research, Theory & Practice (2023) confirms that students with a strong sense of belonging are much more likely to persist in their studies. This highlights the need for colleges to cultivate environments where all students, particularly those from underrepresented backgrounds, can thrive through meaningful connections and support.
In addition, students advocated for greater representation and cultural sensitivity by improving the recruitment and retention of diverse faculty and staff who understand their lived experiences. A Student Support Services participant from Illinois explained, “Diversity affects how I navigate college because there are experiences as a woman of color that are only shared by people who share those characteristics. Having those role models, mentors, and peers affects how you tackle certain obstacles and provides the safe space to talk about those nuanced difficulties.”
These solutions call on institutions to provide proactive, accessible support tailored to the unique needs of first-generation college students. As we reflect on their insights, we offer our audience a few key questions to elevating the experiences of first-generation, historically underrepresented TRIO students:
- How can institutions effectively integrate first-generation student voices into programming and policy development?
- What specific barriers do first-generation students encounter when navigating your campus?
- What existing programs support first-generation students, what lessons can be learned from them, and how can other programs be adapted to better meet the needs of first-generation students?
- How can faculty and staff enhance their understanding of and response to the unique challenges faced by first-generation students?
- What role does campus leadership play in advocating for and advancing initiatives that address the needs of first-generation students?
Empowering first-generation students through targeted support and systemic change enables them to thrive and drive future progress. Their success is key to building a more inclusive and prosperous future for all.