{"id":74228,"date":"2024-09-21T03:34:14","date_gmt":"2024-09-21T07:34:14","guid":{"rendered":"https:\/\/world.edu\/?p=74228"},"modified":"2024-09-21T03:34:14","modified_gmt":"2024-09-21T07:34:14","slug":"college-can-be-confusing-for-first-generation-students-but-it-doesnt-have-to-be","status":"publish","type":"post","link":"https:\/\/world.edu\/college-can-be-confusing-for-first-generation-students-but-it-doesnt-have-to-be\/","title":{"rendered":"College can be confusing for first-generation students \u2013 but it doesn\u2019t have to be"},"content":{"rendered":"

\"\"<\/em><\/p>\n

In his new book, \u201cDegrees of Risk: Navigating Insecurity and Inequality in Public Higher Education<\/a>,\u201d sociology professor Blake R. Silver examines some of many ways that college students can slip through the cracks at public colleges and universities. In the following Q&A with The Conversation U.S., Silver expounds on what he discovered while doing research for his book \u2013 and how higher education leaders can better serve their students.<\/em><\/p>\n

How are colleges creating uncertainty?<\/strong><\/h4>\n

Colleges don\u2019t set out to make life complicated for their students, but they often play a direct role in creating and amplifying uncertainty. This is one of the central findings of my new book.<\/p>\n

Following a period of comparable economic security during the mid-20th century, public colleges in the U.S. experienced\u00a0steep funding cuts<\/a>. The result was that many of them instituted policies and practices that\u00a0appealed to affluent students and families<\/a>. For example, they created flexible programs of study and organized an\u00a0array of optional resources<\/a>\u00a0like a buffet of opportunities.<\/p>\n

While these characteristics generally appeal to socioeconomically advantaged students, for many others \u2014 especially first-generation, low-income, and working-class students \u2014 they produce uncertainties that complicate college journeys. Though abundant choices and flexibility may seem broadly appealing,\u00a0research shows<\/a>\u00a0that they can make it difficult to anticipate next steps, and it\u2019s easy for students to get lost. This most directly impacts\u00a0students whose families are less familiar with navigating college<\/a>\u00a0and those with\u00a0few economic resources<\/a>\u00a0to recover from missteps.<\/p>\n

Don\u2019t college graduates enjoy more certainty than others?<\/strong><\/h4>\n

That\u2019s right. On average, early adulthood is more secure \u2014 in terms of\u00a0career, family, health and a host of other outcomes<\/a>\u00a0\u2014 for college graduates. What we often miss, though, is the insecurity that confronts students within college, long before they arrive at graduation.<\/p>\n

The\u00a0high costs of college<\/a>\u00a0and the uncertainties of the\u00a0contemporary labor market<\/a>\u00a0mean that for many students, tasks like taking out loans, choosing majors, selecting courses and deciding whether to pursue an internship or stick with a part-time job feel high-stakes. And in many ways, they are. The payoff of a college degree, for example,\u00a0varies significantly by field of study<\/a>. And we shouldn\u2019t forget that nearly\u00a01 in 3 students<\/a>\u00a0who enroll at four-year public institutions don\u2019t graduate with a degree.<\/p>\n

What are a few practical ways colleges can do better?<\/strong><\/h4>\n

In my book, I describe specific strategies colleges can employ to reduce uncertainty for students. Institutions can begin by weaving structured guidance throughout programs of study. Instead of emphasizing flexibility, many students\u00a0benefit from focused choices<\/a>. Flexibility doesn\u2019t have to go away, but students can start with a clearer\u00a0map of their routes through college<\/a>\u00a0and modify their paths when needed.<\/p>\n

I also recommend that colleges organize support resources to make them visible, interconnected and proactive. This can be achieved when resources like academic advising, tutoring and career services are integrated within the curriculum, so students don\u2019t need preexisting knowledge of these resources or how to find them.<\/p>\n

It also helps to house these services in centralized locations. To proactively boost security, staff should identify specific moments when students need support, rather than waiting for individuals to reach out for help. These are just a few places to start.<\/p>\n

What\u2019s some practical advice you have for students?<\/strong><\/h4>\n

Though the responsibility for change lies primarily with colleges and policymakers, there are things students do to alleviate uncertainties. Researching my book, students told me about strategies like avoiding opportunities they perceived as risky, such as working unpaid internships, studying abroad or taking private loans.<\/p>\n

Many attested to the benefits of asking for help. But not all were comfortable doing so. I spoke with several first-generation, low-income and working-class students who were unsure if requesting assistance from faculty and staff was appropriate.<\/p>\n

This pattern also appeared in recent studies by higher education professor\u00a0Anthony Jack<\/a>\u00a0and sociology professor\u00a0Lisa Nunn<\/a>. Even when students are inclined to ask for help, the way colleges\u00a0divide responsibility<\/a>\u00a0for student support across disconnected offices leads some students to worry about asking \u201cthe wrong person.\u201d As a society, we can press for colleges to improve, but in the meantime, seeking help early and persistently may be the best way for students to succeed.<\/p>\n

Author Bio:<\/strong> Blake R. Silver is Associate Professor of Sociology at George Mason University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

In his new book, \u201cDegrees of Risk: Navigating Insecurity and Inequality in Public Higher Education,\u201d sociology professor Blake R. Silver examines some of many ways that college students can slip through the cracks at public colleges and universities. 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