Graduate Student Vanderbilt University Nashville, Tennessee, United States
Introduction:: First-generation (FG) college students face unique challenges compared to non- FG students and thus, are less likely to pursue higher education and are more likely to drop out [1]. Interestingly, 11% of FG college students earned a Bachelor’s degree after 6 years, compared to 55% for non-FG students [2]. Notably, persistence pursuing a science, technology, engineering, or math (STEM) major is reduced for FG students [3]. Despite a higher dropout rate in STEM for FG students compared to non-FG students, there has been a lack of studying FG college students in undergraduate engineering. Research has shown that there are unique challenges that FG STEM students face, however, there remains a need to understand what it takes for FG college students to succeed in STEM fields to overcome such obstacles [4].
Materials and Methods:: As an FG college student who attended community college, pursued a Bachelor’s degree in Chemical Engineering at Rutgers University, and is now a graduate student, I provide tips based on my experience as a FG engineering student. I discuss how I overcame numerous obstacles by providing advice in several areas relevant to pursuing undergraduate education, in hopes that other FG students in engineering will recognize that they are not alone and there are resources out there to help them.
Results, Conclusions, and Discussions:: Results: Tips for success as an FG college student from my experience include discussing how to find the right major for you, adjust to college, have a solid support system, seek out research opportunities, become involved in outreach, experience inclusivity, balance courses with other commitments, and apply for scholarships. I also discussed considerations in pursuing graduate education.
Discussion: To find the right major for you and adjust to college, I recommend doing research and talking to professors to discover an engineering career path that aligns with your interests. I advise seeking out a support system, including family and friends, and mentors such as professors, upperclassmen, and those you aspire to be like. Engineering curriculum can be rigorous, and it is critical to handle the stress in a health way. Further, I recommend becoming involved with research early on, to not only explore various research thrusts to find what most interests you, but also to develop fundamentals of conducting research while learning to think creatively to solve open-ended problems. I also highlight the importance of conducting outreach to develop future innovators, in addition to recognizing personal growth and learning how to understand unique perspectives. When it comes to balancing classes with other commitments, I emphasize that finding balance may take time and is unique to you. An approach is to gradually add commitments as you become better at managing time. Further, I recommend investigating scholarship opportunities that your state of residence may offer for community college, in addition to pointing out sources for significant funding, such as honor societies or departmental awards. Ultimately, I advise speaking to alumni to determine if pursuing a graduate degree is the right path, in addition to commenting on what some personal considerations for pursuing graduate education may be.
Conclusions: Some of the advice I provide may seem obvious but is critical to remember for FG students to help overcome the unique challenges posed to FG students. I hope that the advice provided from personal experience helps FG students in engineering succeed, in addition to promoting persistence in more FG students to reach their academic goals.
Acknowledgements (Optional): :
References (Optional): : [1] Paige, R. et al. Students Whose Parents Did Not Go To College. 2001. [2] Engle, J., & Tinto, V. The Pell Institute for the Study of Opportunity in Higher Education, 2008. [3] Shaw, E. J., & Barbuti, S. NACADA Journal, 2010. [4] Fernandez, M. J. et al. 2008 38th Annual Frontiers in Education Conference. 2008.
