Every Student Has a Story: Personal Narratives from First-Generation College Students

by TRIO Student Support Services at IPFW, Karen Lenfestey (Editor), Shubitha Kever (Editor)

EVERY STUDENT HAS A STORYPersonal Narratives from First-Generation College StudentsThis book is a compilation of essays about what it’s like being the first person in your family to go to college. TRIO Students at Indiana University -Purdue University in Fort Wayne, Indiana offer compelling narratives of personal experiences stemming from being a first-generation student in college. While no two situations are alike, many students report struggling with social and cultural adjustments; insecurities about information or processes; personal family situations and dynamics; and physical or mental health issues. Some of the struggles students chose to write about in this book include cultural differences, family tragedies, unrealistic expectations of college, family health issues, and insecurities about choosing a major.It is our hope that these personal narratives resonate with other first-generation college students and help affirm that they are not alone—but a part of a much larger community of first-generation students. It is also our hope that these essays increase dialogue on campuses regarding struggles outside of the classroom that many first-generation students face in their journeys toward graduation.

Genres: Education

100 pages, Paperback

Published September 8, 2016

Reviews

[Michael · Rating 3 out of 5]

Our group on campus devoted to teaching success provided this book to participants enrolled in a course to help educators create/redesign courses to assist first generation college students. This book provides readers with first hand accounts of first generation students’ struggles and successes. If you are a college instructor interested in learning more about first generation college students, you should find this helpful. Hopefully, it will also give you some ideas to think about as you consider redesigning a course with these students in mind to increase their chances of succeeding. In found it difficult to read at points given the format - brief personal essays - so there were a lot stopping and starting points. Another criticism was the variability in writing quality across the contributors. Some essays were better and easier to follow than others. And, finally, these essays are all success stories - so it is biased. I would be curious to hear about other first generation students’ experiences who were not as successful as the ones selected in this compilation. In the end, I would recommend this book to educators who are curious to learn more about the potential deficits and assets first generation students have.