s One needs to take into account the level of academic preparation of the first generation students, the characteristics of their family members, their adjustment and expectations of their higher education, and the clash between their home culture and college culture while dealing with their higher education problems. As pointed out by Forest & Kinser, the “first generation students are more likely than other college students to delay their enrolment in college, and therefore, once they are enrolled, they are older than traditional students” (Forest & Kinser 262). Similarly, most of the first-generation students belong to low-income families and there are many who engage in longer work more hours than non-first-generation students to support the family. Many of these learners have dependants and therefore they need to fulfill their familial and financial obligations along with their higher studies. In the same way, majority of the first generation students suffer from lack of self-confidence and poor self esteem as they consider themselves as academically backward to their peers. As such, they fail to adapt themselves to the college academic environment and lack of support, motivation and guidance from the part of their friends, family members and relatives pose another great obstacle to their higher education. Similarly, most of them undergo anxieties, fears and frustrations and are haunted by their past experiences. London, in this regard, purport that the first-generation students confront not only the anxieties, isolation and conflict, dislocations, and difficulties of any college student but they also experience ‘substantial cultural as well as social and academic transitions’ (London 168). All these characteristics highlight the continued need to offer...
This paper stresses that attainment of academic success turns to be unattainable for them in the absence of all these promotions. As we have already discussed first generation students face a number of obstacles during their academic course which shows the necessity of support programs. The students who are the beneficiaries of these programs attain mental readiness which is the most important requirement for a student to concentrate on his studies in order to achieve academic success. Majority of the first generation students make use of these opportunities and only a minute percentage among them fail to continue their studies or to achieve better academic results.
This report makes a conclusion that since the large majority is benefited it is essential to continue the support programs and funding as it immensely assists the first generation students to succeed in life crossing the all the barriers ahead. Faculties need to pay more attention to the problems of first generation freshmen prior to the needs of ideal students who have family support and financial stability. The author talks that the increasing demand for the grant every year shows the success of the program in attracting the first generation freshmen to colleges for higher education. Institutions could conduct programs in order to make them aware of the grants provided by different foundations and direct their students to be the beneficiaries of these support programs. Teachers can identify the first generation students and their particular problems easily and could recommend solutions to overcome their difficulties, as they interact closely with the students.