first generation college student personal statement

College Essay Tips for First-Gen Students

tl;dr: Writing a first-gen student essay can be a daunting task, but it's an amazing opportunity to showcase your personality and be the host of your own immersive world. Start by choosing a challenge you have faced as a first-gen student and then outline why it was significant, what you learned, and how others can learn from it. Make sure to captivate your audience with a strong introduction, add immersive descriptions, and talk about your future in the conclusion. Don't forget to ask for help from teachers and peers to edit your essay for grammar and feedback!

What is a First-Generation Student?

A first-generation student is someone who is the first generation in their family to attend a 4-year college or university. This can encompass many different types of students from diverse backgrounds.  While some of these students' families may have been living in the United States for a long time, others may have been born in the U.S. to immigrant parents 👪 or a naturalized American citizen.

For more information about first-gen students, check out this article from CollegeVine !

What is a First-Gen Student Essay?

A first-generation student essay is different from a regular college essay because the reader wants to hear about the struggles you experience as a first-gen student. First-gen essays are mostly found in scholarship prompts but can be used as your personal essay on the Common or Coalition Application. Being that these prompts are found in scholarships, not all first-gens are required to write them! The prompts tend to follow the guideline of “describe a challenge you have faced as a result of being a first-gen student.” First-gen essays allow you to describe the aspects of your life that have been challenged due to being a first-gen and how those obstacles strengthened 💪 your spirit; in this essay, you have the chance to highlight your culture first hand.

Although these are not first-gen student essays, reading these sample essays can help you understand essay structure and brainstorm essay topics !

How to Structure Your First-Gen Student Essay

Most of the time, first-gen essays are found in scholarship prompts, meaning that other students might face the same struggles as you. What’s important to remember 💭is how you flourished despite those struggles or moments, how the lessons learned have altered your future, and how you can use your growth to benefit others. This essay is more than an “essay”; it's an opportunity to exhibit your personality and be the host of your own immersive world the reader will want to come back to. It’s your moment to pull a Gatsby, throw an elaborate party to win the heart of Daisy–even if you die at the end 👀, at least the party holds your memory.  

The first step in developing your essay is choosing your tribulation or a moment of struggle in your life that has stayed with you. In an outline 📝, describe why this event was significant, what you learned, how others can learn from this, and how you might have approached the situation differently. These questions will get you thinking, and hopefully, you can produce at least five solid ideas. From those thoughts, you can cross some moments out.

During this process, it is essential to remember 🧠 that every moment you experienced has value. Crossing out a moment on a list doesn’t mean it’s being crossed out of your life; these moments have made you strong and better prepared for your future. You know you have chosen the right moment when you can write a “novel long” 📖 description of it; however, if the key lesson you learned is omitted from your “novel,” try again.

Now that you have a topic, it is time to captivate the reader. Just like in every English class, you need a strong opening statement! Your essay can be well written but a waste if there’s no eye-catching, breath-holding, heart-racing 😯 intro. This is probably the most important and equally tricky aspect of your essay, so you should designate a decent amount of time and attention to your introduction. You might not get it on the first try, but it’s ok! That is why the delete ❎ key exists.

Once you have your intro, it's time for your essay’s body, meat, and party. Your reader is your guest and if you don’t have the “perfect” theme, guests, food, music, party favors, they’re going to leave unsatisfied eventually. Although you might have all these party 🎉 plans in your head, they aren’t executed in the “real world” until you make it real! In this step, you describe your story, add immersive descriptions, make the reader feel as though they are living your struggles–the highs and the lows included. Don’t leave them wanting a cake slice 🍰. Although this is your opportunity to write a “sob story,” remember that what will make you stand out is the growth you have learned, achieved, and will continue to follow. How did your growth benefit you, your community, your future? Although you are creating a “perfect” party, you still want the reader to come back to celebrate 🙌 with you again.

As with all parties, your essay must come to an end, so make sure the guests are leaving satisfied! To close off your essay, talk about your future. Don’t stray from the lessons and personal growth 🌱 you have achieved. Talk about how you will follow through and use what you learned to uplift and inspire others. You’re the host of the party, and you always want your guests to leave on a positive note.

Tips to Remember

Continuing with the party analogy, although other people might host the same party, it’s imperative to put your own 💃 spin on it. You and another host might have the same theme, but what do you have that they don’t? These essays allow you to show off your personality and your challenges in a manner of different ways.

Being a first-gen student myself, I understand the difficulty in opening up and revealing your tribulations, pain, and vulnerability. However, readers are eager to read about your life–writing a first-gen essay allows you to present a personal glimpse of who you are 🤩.

It’s important to understand that good writing is not only about grammar; many first-gen students learned English as their second language. What's important is the effectiveness in delivering your ideas clearly and being able to communicate 🗣 effectively. After you write your essay, ask a teacher or a peer to edit your essay in order to better your grammar or receive comments that better strengthen your essay.

During this entire writing process, don't listen to the pessimistic voice 🙊 in your head, no matter how persistent it may be. That voice inside you roots from the unnecessary burden of centuries before you. This process might make you question your life, value, or identity, but what matters is that after every struggle you've marched on with your pride intact and spirits high, shaping who you are today. This may be a stressful moment, but you owe it to yourself to step back and relax 🧘. After all, the best parties always have a host that is enjoying themselves as well. Happy writing!  

For more tips about college essay writing, watch this video !

Next, check out these great TikToks and tweets for advice about the college application process!

Guide Outline

Related content, first-gen: preparing for the college application, what extracurriculars should high school sophomores do, college checklist: what to accomplish in your junior year, 5 goals for your freshman year of high school, 10 goals for your freshman year of high school.

Stay Connected

CHOOSE YOUR TOPIC

• Assignment Guides
• Homework Guides
• Journal Publishing Guides
• Resume & Career Guides
• Plagiarism & Citation Guides
• Creative Writing Guides

RECENT GUIDES

• How can I use chatGPT essay writer and not get caught?
• The Power of a Professionally Written Resume
• 3 Common Mistakes in Seeking Economics Assignment Help
• Budget-Friendly Economics Assignment Help
• Economics Assignment: DIY vs. Professional Help

How to Write an Inspiring First Generation College Student Essay: A Step-by-Step Guide

Discover how to write an inspiring first-generation college student essay with this comprehensive guide. Follow our step-by-step instructions to create a powerful essay highlighting your unique experiences, showcasing your resilience, and leaving a lasting impression on college admissions committees.

• By: William Davis

Introduction  

The first-generation college student essay plays a significant role in college applications, allowing admissions officers to understand better the applicant's background, values, and aspirations (Engle & Tinto, 2008). This essay helps to showcase the applicant's unique perspective and qualities, making them stand out among other candidates. Furthermore, colleges and universities often value diversity and strive to support first-generation students. A compelling essay on this topic can increase applicants' chances of acceptance into their desired institution. 

This step-by-step guide will walk you through writing an inspiring first-generation college student essay . We will cover essential aspects such as:

• What is a First Generation College Student Essay?
•  Understanding the Prompt and Requirements
• Brainstorming Your Story
• Creating an Engaging Narrative
• Organizing Your Essay
• Writing Tips for an Inspiring First Generation College Student Essay
• Submitting Your Essay

1. What is a First Generation College Student Essay?

  A first-generation college student essay is a personal statement that focuses on the unique experiences and challenges faced by students who are the first in their families to attend college. These essays often highlight the individual's resilience, determination, personal growth, and the impact of their family background on their educational journey. The phrases "first-generation college student struggles essay," "first generation essay", and "first-generation immigrant college essay" can also be used to describe similar essays that emphasize the student's background and experiences as a first-generation college student or immigrant.

2. Understanding the Prompt and Requirements

What is the college looking for in a first-generation college student essay.

In a first-generation college student essay , colleges are looking for an authentic representation of your background, experiences, and the challenges you have faced as a first-generation college student (Collier & Morgan, 2008). They want to learn about your personal growth, resilience, and determination to overcome obstacles. Additionally, they seek to understand your unique perspective, values, and aspirations. By sharing a compelling and well-written story, you can demonstrate these qualities and help the admissions committee see the value you would bring to their institution.

How can you make sure you address all the requirements?

To address all the requirements for a first-generation college student essay, start by carefully reading the essay prompt and guidelines provided by the college (Pascarella et al., 2004). Take note of any specific questions or topics they ask you to cover, such as your family background, educational experiences, or personal challenges. Be sure to adhere to word limits and formatting requirements. Additionally, consider seeking feedback from teachers, counselors, or peers to ensure you are addressing the prompt effectively.  

3. Brainstorming Your Story

How can you identify your unique experiences as a first-generation student.

Reflect on your educational journey to identify your unique experiences as a first-generation student (Engle & Tinto, 2008). Consider how your family background has influenced your academic experiences, your challenges, and the resources or support systems you've utilized. Consider your achievements and how your first-generation status has shaped your personal growth. By exploring these aspects, you can identify the key experiences that will form the basis of your first-generation college student essay.

What challenges have you faced, and how did you overcome them?

In your first-generation college student struggles essay, it is important to share your challenges and how you have overcome them (Inman & Mayes, 1999). Reflect on the obstacles you have encountered, such as financial constraints, cultural differences, or lack of access to resources. Describe the strategies you used to overcome these challenges, such as seeking help from mentors, developing time-management skills, or engaging in extracurricular activities. By sharing these experiences, you can demonstrate your resilience and adaptability to the admissions committee.

How can you highlight your resilience and determination?

• Focus on specific examples demonstrating your ability to overcome adversity and pursue your academic goals (York-Anderson & Bowman, 1991).
• Describe the personal qualities and skills you have developed through your experiences, such as problem-solving, perseverance, or leadership.
• Emphasize these qualities' impact on your personal growth and future aspirations. You can create a compelling and inspiring first-generation immigrant college essay by showcasing your resilience and determination.

4. Creating an Engaging Narrative  

How do you start your first generation college student essay with a strong hook.

To start your first-generation college student essay with a strong hook, begin with an attention-grabbing sentence or a thought-provoking question related to your experiences (Graff & Birkenstein, 2014). This opening statement should pique the reader's interest and entice them to continue reading. Use vivid language and powerful imagery to create a compelling introduction that sets the tone for the rest of your essay.

What are the key elements of an inspiring and engaging story?

Key elements of an inspiring and engaging story include a clear focus, a strong narrative arc, and compelling characters (Zinsser, 2006). A first-generation essay should focus on your unique experiences and challenges as a first-generation student. Develop a narrative arc that takes the reader through your journey, showcasing your growth, resilience, and determination. Create compelling characters, such as yourself, your family, or your mentors, to bring your story to life and make it relatable to the reader. 

How can you use anecdotes and vivid descriptions to make your first-generation immigrant college essay stand out?

To make your essay stand out:.

• Use anecdotes and vivid descriptions that showcase your experiences and emotions (Hacker & Sommers, 2011).
• Use specific, concrete details to paint a picture of the events, people, and settings that have shaped your first-generation journey.
• Show rather than tell by using sensory language and strong verbs to evoke emotions in the reader.

You can create an engaging and memorable first-generation immigrant college essay by incorporating anecdotes and vivid descriptions. 

5. Organizing Your Essay

How do you create a clear and logical structure for your essay.

To create a clear and logical structure for your first-generation college student essay, start by outlining your main ideas and supporting points (Hacker & Sommers, 2011). Arrange these points in a logical order that follows a clear progression, such as chronological, thematic, or cause-and-effect. This organization will guide your reader through your story and make your essay easier to follow and understand.

What should you include in the introduction, body, and conclusion?

In the introduction, provide a brief overview of your essay's topic, a hook to capture the reader's attention, and a thesis statement that outlines the main points you will cover (Graff & Birkenstein, 2014). In the body, develop your main ideas and supporting points in separate paragraphs, using evidence and examples to illustrate your points. The conclusion should summarize your main ideas, restate your thesis statement, and leave a good impression on the reader, emphasizing the importance of your experiences as a first-generation college student (Zinsser, 2006).

How can you ensure smooth transitions between paragraphs?

To ensure smooth transitions between paragraphs, use transition words and phrases, for example, "however," "in addition," "on the other hand," or "as a result" (Hacker & Sommers, 2011). These words help guide the reader from one point to the next and show the relationship between your ideas. Additionally, ensure each paragraph begins with a clear topic sentence that connects to your thesis and the previous paragraph. This cohesion will help your essay flow smoothly and be more engaging for the reader.

6. Writing Tips for an Inspiring First Generation College Student Essay

How can you maintain a personal and authentic voice throughout your essay.

To maintain a personal and authentic voice in your first-generation college student essay, write conversationally, using natural language and first-person pronouns (I, me, my) (Zinsser, 2006). Share your unique experiences and thoughts, and avoid using generic phrases or trying to sound overly academic. You'll create a relatable and engaging essay that resonates with your reader (Graff & Birkenstein, 2014).

What are the best ways to maintain simplicity and clarity in your writing?  

Maintaining simplicity and clarity in your writing involves using clear, concise language and short sentences (Zinsser, 2006). Avoid jargon, complex words, or lengthy sentences that may confuse your reader. Instead, choose simple words and phrases that accurately convey your ideas and break down complex thoughts into smaller, more manageable parts (Hacker & Sommers, 2011). This approach will ensure that your essay is easily understood by readers of all backgrounds, including those from ESL countries.

How do you avoid common writing pitfalls, like clichés and overgeneralizations?

To avoid clichés and overgeneralizations in your first-generation college student essay, focus on providing specific, concrete details and examples from your experiences (Zinsser, 2006). Instead of relying on stock phrases or general statements, use vivid descriptions and anecdotes that illustrate your points and showcase your unique perspective. By grounding your essay in specific details, you'll create a more engaging and memorable narrative that stands out among first-generation college students' personal statement examples (Graff & Birkenstein, 2014). 

7. Submitting Your Essay

  what should you double-check before submitting your first generation college student essay.

Before submitting your first-generation college student essay, it's essential to double-check a few key elements to ensure your essay is polished and error-free. First, proofread your essay for grammar, spelling, and punctuation errors (Hacker & Sommers, 2011). Second, verify that your essay meets the required word count and formatting guidelines specified by the college or university. Finally, ensure that your essay addresses the prompt, demonstrates your unique perspective as a first-generation student and has a coherent structure with smooth transitions between paragraphs (Graff & Birkenstein, 2014).

How can you ensure your essay makes a lasting impression on the admissions committee?

To ensure your first-generation college student essay leaves a lasting impression on the admissions committee, create a compelling narrative showcasing your resilience, determination, and unique perspective (Zinsser, 2006). Use vivid descriptions and anecdotes to engage your reader and maintain a personal and authentic voice throughout the essay (Graff & Birkenstein, 2014). Moreover, make sure your essay is well-organized and error-free, as a polished and professional essay demonstrates your commitment to your education and your ability to succeed in college (Hacker & Sommers, 2011).

In conclusion, writing an inspiring first-generation college student essay is crucial for showcasing your unique experiences and resilience to the admissions committee (Graff & Birkenstein, 2014). By creating a compelling narrative and addressing the essay prompt, you can demonstrate your potential to succeed in college and overcome the challenges that first-generation students often face (Zinsser, 2006). By observing the step-by-step process outlined in this guide, you can craft a powerful and engaging essay to help you stand out among other counterparts and increase your likelihood of admission to your dream college. 

As a first-generation college student, you should be proud of your accomplishments and embrace the unique experiences that have shaped your educational journey (Hacker & Sommers, 2011). Your resilience, determination, and perspective are invaluable assets that can contribute to your success in college and beyond. Use your first-generation college student essay as an opportunity to celebrate your achievements, share your story, and inspire others who might be facing similar challenges. Remember, your unique background and experiences can be a source of strength and inspiration for yourself and those who read your essay.

SUGGESTED READINGS:

" How First-Generation College Students Find Success "  by Kameron Higginbotham: 

This article, published in the Journal of Postsecondary Student Success, discusses strategies and recommendations for colleges to increase retention among low-income, first-generation students​​​​.

" First-Generation College Students as Academic Learners: A Systematic Review " : 

This literature review conceptualizes first-generation college students as learners, focusing on how their lived experiences can aid their academic learning and personal growth​​​​when connected to academic content.

" Journal of First-generation Student Success " : 

This publication, part of NASPA - Student Affairs Administrators in Higher Education, is a robust resource managed by the Center for First-generation Student Success. It provides a variety of articles and research on the experiences and challenges of first-generation students​​.

" Reflections of a First-Generation College Student, American, and Scholar " : This piece in the National Center for Biotechnology Information (NCBI) reflects on the personal experiences of a first-generation college student, offering insights into the unique challenges faced by students whose parents did not complete a bachelor's degree​

" Is First-Gen an Identity? How First-Generation College Students Make Meaning of Institutional and Familial Constructions of Self " : 

This article explores how first-generation college students construct their identities in the context of their institutional and familial backgrounds. It's a thoughtful examination of the intersection between personal and academic life for these students​​.

LIST OF REFERENCES:

• Collier, P. J., & Morgan, D. L. (2008). “Is that paper due today?”: Differences in first-generation and traditional college students' understandings of faculty expectations. Higher Education, 55(4), 425-446. 
• Cushman, K. (2006). First in the family: Advice about college from first-generation students. Providence, RI: Next Generation Press. 
• Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income, first-generation students. Washington, DC: Pell Institute for the Study of Opportunity in Higher Education. 
• Graff, G., & Birkenstein, C. (2014). They say/I say: The moves that matter in academic writing. New York, NY: W.W. Norton & Company. 
• Hacker, D., & Sommers, N. (2011). Rules for writers. Boston, MA: Bedford/St. Martin's.
•  Inman, W. E., & Mayes, L. D. (1999). The importance of being first: Unique characteristics of first-generation community college students. Community College Review, 26(4), 3-22. 
• Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First-generation college students: Additional evidence on college experiences and outcomes. The Journal of Higher Education, 75(3), 249-284. 
• York-Anderson, D. C., & Bowman, S. L. (1991). Assessing the college knowledge of first-generation and second-generation college students. Journal of College Student Development, 32(2), 116-122. 
• Zinsser, W. (2006). On writing well: The classic guide to writing nonfiction. New York, NY: HarperCollins.

Related Guides

Top 5 Tips for Acing Finance Assignments

How AI Thesis Generators Work

Boost Grades with Finance Assignment Help

I'm here to help you with all your accounting woes! As an accounting wizard, I have extensive financial, cost, and management accounting knowledge and expertise. Over a decade of teaching and working experience, I've helped countless students achieve their academic goals and excel in their accounting courses. Accounting can sometimes be overwhelming, but I'm here to make it as simple and enjoyable as possible. My teaching style is tailored to your needs and learning style, and I'm committed to helping you succeed. So whether you're struggling with balance sheets or cost behavior analysis, I'm here to guide you every step of the way.

Forgot Password?

Please enter your email address and we’ll send you a link to reset your password

Submit is Done

We just sent you an email to reset your password. Check your email to proceed

Find the perfect academic help tailored to your course

1. pick your expert.

Browse our diverse array of talented experts to find the one that resonates with your unique writing needs. Whether you seek academic insight or creative flair or resume writing, we connect you with the ideal partner for a personalized writing journey.

2. Share Requirements

Detail your specific needs, goals, and the unique personal touch you desire. This direct communication with your chosen expert ensures that the outcome is tailored and deeply personalized, reflecting your individual vision.

Sit back and watch as your expert brings your concept to life with precision and creativity. Enjoy a hassle-free experience culminating in delivering a meticulously crafted piece that surpasses your expectations and is ready to make its mark.

• Campus Culture
• High School
• Top Schools

How 5 First Generation Students Transformed Hardship Into Opportunity

• college student
• first generation
• college application essays
• essay intros
• essay topic

Writing a compelling personal statement is hard. These 5 first-generation applicants tapped into deeply personal experiences and allowed their authentic voices to shine. It’s no wonder they were accepted to  UPenn , Wesleyan , Harvard , UCLA and UCF . 

Harvard ‘18

I live in a single-parent home, with my mother and little sister. My father died when was I as two years old, and it has been a struggle. I have never had a true, male role model in my life. It has been hard growing up without truly knowing how to be a man. Despite that, my mother and grandmother have been there to raise me. My mother tells me that she is my mother and father; that is true to some degree. At the end of the day, there is still a hole that has not been filled. I do not let the hole hold me back from pursuing and accomplishing my goals. My grandmother tells me that I may not have an earthly father, but I definitely have a heavenly father. That is reassuring, because I know that there is always someone watching me and I believe that my heavenly father teaches me how to be a man. Read on . 

“I feel good! Oh, I feel so good!” I shouted out at the top of my lungs as a member that I serve asked about my well-being. I always felt awkward responding in this particular manner, but it is all in good spirit of promoting positivity and altruism within our daily schedule. Occasionally, my neighboring peers would get embarrassed by me and would keep their distance, but I stand my ground, completing the chant to its entirety and finishing it off with a scream. Keep reading . 

Many of the language challenges my parents face in America on a daily basis are easily solved if I am around to interpret, which was why I never really considered their language barrier as a hardship. Unlike my parents, when I lived in China, I did not always have interpreters by my side to assist me when my Mandarin failed me, which caused many unfortunate misunderstandings. My six weeks in China, although minuscule compared to the time my parents have spent in America, helped me appreciate my family’s cultural background and my parents for all they have done to raise my sister and me in a foreign country. View full profile . 

I was only nine months old when my parents decided to uproot their lives and travel overseas from Nicaragua to Florida, in hopes of anticipating everything the Land of Opportunity had to offer a pair of newlyweds and their infant son. Having been raised in a small home where I watched my parents come home from working their minimum wage jobs, I was taught firsthand the value of perseverance and the significance of dedication. Continue reading . 

Wesleyan ‘19

The harsh scent of Windex filled my nose while I whipped the damp paper towel across the arched windows. My mom called out, “Camilla, why aren’t you finished with the windows. We still have lots of work before we can leave for the day.” Hesitantly, I picked up more paper towels to cover with gallons of Windex and quickly finished the rest of the windows until they were crystal clear. My mother, beside me, was sweeping up a combination of dust, dirt and a few bugs here and there, weeks worth of grime buildup. When I finally finished the windows I urged my mother to agree that that the house was clean enough to leave; however apparently it wasn’t clean enough to earn my mother’s approval. So we kept wiping, sweeping, mopping, vacuuming and sweating. Once the sun began to set, around 7 o’clock, my mother decided she was done for the day. However, my day would not stop until sometime past midnight; I still had biology homework to finish. Read more . 

Choosing where to go to college is an incredibly important decision. Make an informed choice by talking to current students on our  mentorship platform . Access 60,000+ successful  college application files  uploaded by college students (they get paid when you view them). AdmitSee is a community of students helping students. Our goal is to bring much-needed transparency to higher education. 

About The Author

Frances was born in Hong Kong and received her bachelor’s degree from Georgetown University. She loves super sad drama television, cooking, and reading. Her favorite person on Earth isn’t actually a member of the AdmitSee team - it’s her dog Cooper.

Browse Successful Application Files

Last week, Prompt's CEO shared what mistakes to avoid in your college essay. In Part 2 of this two-part blog series, learn how to pick an essay topic. The key: focus on an admissions officer’s...

With an otherwise great college application, how important can college essays really be? When only 1 in 5 students applying to selective colleges have compelling essays, make sure you avoid this essay mistake....

In this second part of his two-part series, college admissions coach Justin Taylor explains key admissions lessons from 2020, an unprecedented year of firsts, that can help you strategize as we enter into this next application...

In Part one of this two-part series, college admissions coach Justin Taylor explains key lessons about 2020, “a year like no other,” that could seriously boost your chances in 2021, including smarter list building and transcript GPA...

We are so excited to announce that for this year’s scholarship, we selected five scholarship winners to maximize the impact of our $5,000 college scholarship prize money....

• 1. Webinar Series: College Application Prep for High School Juniors
• 2. College Application Lessons from 2020-2021: Strategizing through Covid Changes (Part 2)
• 3. College Admissions Lessons from 2020-2021: Strategizing through Covid Changes (Part 1)

• 5. COVID-19 and Your College Essay: Should You Write About It?
• 6. College Search: How to Find Your Best College Fit
• 7. College Tours 101: Everything You Need to Know
• 8. Waitlisted? 5 Ways to Move from the College Waitlist to Acceptance
• 9. When (and why) should you send additional materials to colleges you’re interested in?
• 10. How to Make Your College Essay Stand Out
• 1. How to Write College Essays to Boost your Chances Part 2: Focusing the Priority
• 2. How to Write College Essays to Boost your Chances Part 1: Biggest Essay Mistakes
• 3. College Application Lessons from 2020-2021: Strategizing through Covid Changes (Part 2)
• 5. Winners of the AdmitSee 2020 College Scholarship
• 6. COVID-19 and Your College Essay: Should You Write About It?
• 7. Education, Access and Systemic Racism
• 8. Applying to BS/MD Direct Medical Programs: Why Early Med School Admission Might be Right for You
• 9. How to Get Off the College Waitlist (5 Go-To Strategies)
• 10. College admissions prep during the Coronavirus

Writing Your Personal Statements

Your personal statement must demonstrate to the admissions committee that you have considered graduate school and their specific program seriously. It’s your opportunity to summarize your academic and research experiences. You must also communicate how your experiences are relevant to preparing you for the graduate degree that you will be pursuing and explain why a given program is the right one for you.

The personal statement is where you highlight your strengths. Make your strengths absolutely clear to the reviewers, because they will often be reading many other statements. Your self-assessments and honest conversations with peers and advisors should have also revealed your strengths. But you must also address (not blame others for) weaknesses or unusual aspects of your application or academic background.

Your personal statement should focus on two main aspects: your competence and commitment.

1. Identify your strengths in terms of competence that indicate that you will succeed in the grad program and provide examples to support your claims. Start your statement by describing your strengths immediately. Because faculty will be reading many statements, it’s important to start off with your strengths and not “bury your lede.” Consider traits of successful graduate students from your informational interviews, and identify which of these traits you have. These traits could involve research skills and experiences, expertise in working with techniques or instruments, familiarity with professional networks and resources in your field, etc.

• Check your responses from the exercises in the self-assessment section. You may wish to consult notes from your informational interviews and your Seven Stories . Write concise summaries and stories that demonstrate your strengths, e.g. how your strengths helped you to achieve certain goals or overcome obstacles.
• Summarize your research experience(s). What were the main project goals and the “big picture” questions? What was your role in this project? What did you accomplish? What did you learn, and how did you grow as a result of the experience(s)?

My research examines the interplay between U.S. domestic politics and foreign policy during the Cold War. As a native New Yorker, I saw firsthand how dramatically my city changed after 9/11, which prompted my early interest in U.S. policy at home and abroad. As an undergraduate at the City College of New York, I planned to study international relations with a focus on U.S. foreign affairs. I also quickly became involved in student activist groups that focused on raising awareness about a wide range of human rights issues, from the Syrian refugee crisis to asylum seekers from Central America.

The more I learned about the crises in the present, the more I realized that I needed a deeper understanding of the past to fully grasp them. I decided to pursue a PhD in history in order to gain a clearer understanding of human rights issues in the present and to empower young student-activists like myself.

— Vannessa Velez, PhD candidate in History

Addressing weaknesses or unusual aspects

• Identify weaknesses or unusual aspects in your application—e.g., a significant drop in your GPA during a term; weak GRE scores; changes in your academic trajectory, etc. Don’t ignore them, because ignoring them might be interpreted as blind spots for you. If you’re unsure if a particular issue is significant enough to address, seek advice from faculty mentors.
• Explain how you’ll improve and strengthen those areas or work around your weakness. Determine how you will address them in a positive light, e.g., by discussing how you overcame obstacles through persistence, what you learned from challenges, and how you grew from failures. Focusing on a growth mindset  or grit  and this blog on weaknesses might also help.
• Deal with any significant unusual aspects later in the statement to allow a positive impression to develop first.
• Explain, rather than provide excuses—i.e., address the issue directly and don’t blame others (even if you believe someone else is responsible). Draft it and get feedback from others to see if the explanation is working as you want it to.
• Provide supporting empirical evidence if possible. For example, “Adjusting to college was a major step for me, coming from a small high school and as a first-generation college student. My freshman GPA was not up to par with my typical achievements, as demonstrated by my improved  GPA of 3.8 during my second and third years in college."
• Be concise (don’t dwell on the issues), but also be complete (don’t lead to other potentially unanswered questions). For example, if a drop in grades during a term was due to a health issue, explain whether the health issue is recurring, managed now with medication, resolved, etc.

2. Explain your commitment to research and their graduate program, including your motivation for why you are applying to this graduate program at this university. Be as specific as possible. Identify several faculty members with whom you are interested in working, and explain why their research interests you.

• Descriptions of your commitment should explain why you’re passionate about this particular academic field and provide demonstrations of your commitment with stories (e.g., working long hours to solve a problem, overcoming challenges in research, resilience in pursuing problems). Don’t merely assert your commitment.
• Explain why you are applying to graduate school, as opposed to seeking a professional degree or a job. Discuss your interest and motivation for grad school, along with your future career aspirations.

I am definitely not your traditional graduate student. As a biracial (Native American and white), first-generation PhD student from a military family, I had very limited guidance on how best to pursue my education, especially when I decided that graduate school was a good idea. I ended up coming to this PhD in a very circuitous manner, stopping first to get a JD and, later, an MFA in Young Adult Literature. With each degree, I took time to work and apply what I’d learned, as a lawyer and as an educator. Each time, I realized that I was circling around questions that I couldn’t let go of—not just because I found them to be fascinating, but because I did (and still do!) feel that my research could help to bridge a gap that desperately needs bridging. Because my work is quite interdisciplinary, I strongly feel that I wouldn’t have been able to pursue this line of research without the degrees and life experience I gained before coming to this program.

— Jamie Fine, PhD candidate in Modern Thought and Literature

Statement of Purpose: subtle aspects

• Think in terms of engaging faculty in a conversation rather than pleading with them that you should be admitted. Ask reviewers to read drafts with this concern in mind.
• With later drafts, try developing an overall narrative theme. See if one emerges as you work.
• Write at least 10 drafts and expect your thinking and the essay to change quite a bit over time.
• Read drafts out loud to help you catch errors.
• Expect the "you' that emerges in your essay to be incomplete. . . that’s OK.
• You’re sharing a professional/scholarly slice of "you."
• Avoid humor (do you really know what senior academics find funny?) and flashy openings and closings. Think of pitching the essay to an educated person in the field, but not necessarily in your specialty. Avoid emotionally laden words (such as "love" or "passion"). Remember, your audience is a group of professors! Overly emotional appeals might make them uncomfortable. They are looking for scholarly colleagues.

© Stanford University, Stanford, California 94305

Personal Statement

By Michelle Zhang and Ignacio Martin Arzuaga Garcia

When applying to graduate school programs, you will need to provide a Statement of Purpose and a Resume/CV highlighting your interests in applying to a specific graduate program. Some graduate schools will also require a Personal Statement as part of your application package. This CommKit article will go over what a Personal Statement is and some strategies to approach writing one. Your Personal Statement can also be revised for future fellowships and scholarships beyond graduate school application.

Main takeaways

• Have an initial hook . The first paragraph of your statement is key to grabbing the attention of the reviewers.
• Tell a story about yourself . The Personal Statement is thought to be more informal and less structured than the Statement of Purpose. Although some formality in the writing should be preserved, in this statement you have the freedom to express yourself and show the reviewing committee who you really are.
• Be specific and avoid clichés . Reviewers will read a vast amount of Statements from different candidates. Thus, they are looking for concrete evidence of your personality, the culture of work, and the achievements that make you stand out from the pool of candidates. For this purpose, avoid vague sentences that don’t give any additional information to what you already explain in your other documents of the application package.

 “Statement of Purpose” vs. “Personal Statement”

As touched upon in our Statement of Purpose (SOP) CommKit article, many schools distinguish between the Statement of Purpose/Objective and the Personal Statement, providing different writing prompts for each. The main difference between these two types of essays is that the Statement of Purpose focuses on your professional background, goals and research interests, while the Personal Statement is more about your personal history and where your motivation for graduate school comes from. The table below summarizes key differences between the two documents.

While the Statement of Purpose primarily focuses on your academic and professional goals, the Personal Statement complements it by providing a more holistic understanding of you as a graduate school candidate. It allows you to go beyond your achievements and qualifications listed in your Resume, offering a narrative that reveals your character, values, and any transformative moments that have driven you to pursue higher education.

In the Personal Statement, you can share specific life experiences (e.g. being a first-generation college student, overcoming poverty, facing discrimination, or other challenges/opportunities) and explain how these have shaped your worldview and passion for your chosen field of study. By sharing these personal stories, you have the opportunity to highlight what is unique about yourself and how you will advance diversity within the institution.

It is worth noting that the Personal Statement may be referred to by different names depending on the institution or program. Some schools may use terms such as “Personal History Statement,” “Diversity Statement,” or other variations. Some schools may also provide specific prompts to write the Personal Statement on, or a list of questions to answer. Regardless of the name, the purpose remains the same—to provide you as an applicant with an opportunity to share your personal narrative and demonstrate your readiness for graduate-level studies.

Strategies and Common mistakes

Here we summarize a list of strategies and common mistakes to take into consideration when addressing your Personal Statement:

• Your statement should tell a story (a real one) about yourself, that shows the reader your personal journey upon this moment in your life and what are the next steps you are aiming to take.
• If you can’t find a personal story to tell, you can also share how a piece of news or a specific person (for example) impacts and/or inspires you.
• Make sure to align your story with the values and goals of the university or institution you are applying to.
• For grad school applications, your Personal Statement doesn’t need to list your skills or academic accomplishments, but to present a story that demonstrates those skills you possess. For example, your statement is a good place to prove your leadership skills through a real example.
• While in a Statement of Purpose the Admissions Committee will look for what you have done, in a Personal Statement they will prioritize how you addressed them. They will put attention on how you overcame the challenges you faced, what strategies you used to do it, and how you took advantage of the opportunities you were given.
• The Personal Statement can also be a good opportunity to “address the elephant in the room” if you haven’t done it in your Statement of Purpose. For example, if your grades at college are not as good as desired, or you don’t have experience in the field you are applying to, this document is a good place to explain the reasons for that. We all go through difficult times, make bad decisions, and want to make a change in our path. That’s not a problem. What we don’t have to do is to expect the reader will ignore that part. They won’t, and it is better to address those weak points in our application package rather than leave them without any explanation.
• Use concrete examples that speak for you. Be specific. Avoid vague statements that don’t give any piece of information about yourself, or to make statements about yourself without proving them.

Ultimately, the key is to offer an interesting piece of writing that the reader enjoys, and make them remember your profile when evaluating the pool of candidates.

Structure Diagram

The Personal Statement is more flexible than the Statement of Purpose and, initially, it doesn’t have a fixed structure you have to fit your content within. Everyone’s path and personal history are different, and that will frame your write-up. You are welcome to be creative and address this document as you feel more comfortable with it. However, here we suggest a tentative structure that you can use to help you organize your statement. We recommend 2 pages maximum, unless specified otherwise by the university.

Alternatives to the Personal Statement

Some universities are also exploring innovative approaches to evaluate applicants beyond traditional methods. These alternatives provide aspiring graduate students with unique opportunities to distinguish themselves and showcase a holistic view of their skills, experiences, and potential. Some examples of alternative documents to the Personal Statement include:

DEI (Diversity, Equity, and Inclusion) Statement:

• Graduate school applications are increasingly incorporating DEI essays as a means to evaluate applicants’ commitment to fostering an inclusive academic environment and dedication to cultivating a diverse and inclusive community within their chosen field of study. These essays provide candidates with an opportunity to showcase their understanding, experiences, and actions related to promoting diversity and equity.
• Your personal statement can be adapted to help write your DEI statement by focusing on key elements such as contributions to Diversity, values/beliefs as related to Diversity, Equity, and Inclusion, and self-reflection/growth from experiences where you have actively engaged with diverse communities, challenged biases, or learned from different perspectives.

Video Essays:

• Some universities are incorporating video essays into their application process, allowing applicants to verbally express their motivations, goals, and academic passions.
• This alternative provides a platform for candidates to showcase their communication skills, confidence, and presentation abilities.
• When adapting this Personal Statement CommKit for video essays, you should focus on developing a concise script that conveys your key points effectively, following the flow suggested above.
• You should also aim to strike a balance between authenticity and professionalism while engaging the audience with a compelling narrative.

Portfolio Submissions:

• To evaluate practical skills and creative abilities, some graduate programs request applicants to submit portfolios showcasing their work. Whether this is in fields such as engineering, design, fine arts, or computer science, this alternative allows candidates to present tangible evidence of their talent and expertise.
• When adapting your personal statement for portfolio-based applications, you should provide context for your work, explaining the motivation behind your projects and highlighting the skills you have developed throughout your academic journey.

When is it time to submit?

The Personal Statement may appear more approachable at the beginning, given its flexibility and relaxed tone. However, finding a good story to tell, and a compelling narrative that effectively showcases your abilities and accomplishments can be hard. Seeking feedback from friends, family, and peers can be invaluable throughout the brainstorming and revision process. If you’re affiliated with MIT you can also make an appointment with a Comm Fellow. In addition to carefully proofreading your statement, don’t forget to check the program requirements to ensure your submission meets the audience’s expectations.

Helpful articles

Gotian, R. & Neill, U. S. (2023). How to Write a Strong Personal Statement . Harvard Business Review. Purdue Online Writing Lab. Writing the Personal Statement .

Resources and Annotated Examples

Personal statement for an mit application.

This annotated Personal Statement shows how the candidate attempts to address the specific prompts in a series of concise essays. 567 KB

Content Generation Worksheet

This worksheet contains a series of questions along with examples intended to help you start drafting your Personal Statement. 54 KB

• Search All Scholarships
• Exclusive Scholarships
• Easy Scholarships to Apply For
• No Essay Scholarships
• Scholarships for HS Juniors
• Scholarships for HS Seniors
• Scholarships for College Students
• Scholarships for Grad Students
• Scholarships for Women
• Scholarships for Black Students
• Scholarships
• Student Loans
• College Admissions
• Financial Aid
• Scholarship Winners
• Scholarship Providers

Student-centric advice and objective recommendations

Higher education has never been more confusing or expensive. Our goal is to help you navigate the very big decisions related to higher ed with objective information and expert advice. Each piece of content on the site is original, based on extensive research, and reviewed by multiple editors, including a subject matter expert. This ensures that all of our content is up-to-date, useful, accurate, and thorough.

Our reviews and recommendations are based on extensive research, testing, and feedback. We may receive commission from links on our website, but that doesn’t affect our editors’ opinions. Our marketing partners don’t review, approve or endorse our editorial content. It’s accurate to the best of our knowledge when posted. You can find a complete list of our partners here .

What is a First Generation College Student? (And Why it Matters)

Maria Geiger is Director of Content at Scholarships360. She is a former online educational technology instructor and adjunct writing instructor. In addition to education reform, Maria’s interests include viewpoint diversity, blended/flipped learning, digital communication, and integrating media/web tools into the curriculum to better facilitate student engagement. Maria earned both a B.A. and an M.A. in English Literature from Monmouth University, an M. Ed. in Education from Monmouth University, and a Virtual Online Teaching Certificate (VOLT) from the University of Pennsylvania.

Learn about our editorial policies

Bill Jack has over a decade of experience in college admissions and financial aid. Since 2008, he has worked at Colby College, Wesleyan University, University of Maine at Farmington, and Bates College.

One of the first questions on the Common Application asks about the educational history of the applicant’s parents. This information, along with other information (such as income and/or Pell Grants ), helps colleges and universities decide who is a first generation student. 

In this post, we’ll explain who is considered first generation by whom, and how that determination might affect admission chances, financial awards, and overall college experience.

Jump ahead to:

What is a first generation college student?

• Different colleges define first generation differently
• Why does first generation status matter?
• Final thoughts

If you are looking for scholarships, you can check out our top list of scholarships for first generation students!

To begin, let’s start at the federal level Higher Education Act of 1965 and 1998 defines first generation students as follows:

• An individual both of whose parents did not complete a baccalaureate degree 
• In the case of any individual who regularly resided with and received support from only one parent, an individual whose only such parent did not complete a baccalaureate degree

Seems clear enough, right? By this definition, the educational level of the parent(s) who lived with the student should be counted. Let’s look at the following example:

A student’s mother has a four-year degree, but the student was raised by their father without a degree. Therefore, they are technically considered first generation by the government.

Sounds straightforward? As far as federal guidelines, yes. However, individual colleges and universities use their own formulas to determine first generation status.

Different colleges define first generation differently 

Some colleges/universities consider students first-generation only if :

• No one in their family ever attended college
• Their siblings did not attend college
• Basically, zero education after high school for all family members

Yet, other colleges/universities state that:

• If the parent(s) attended college, but did not graduate from a four-year college or university, students are first generation
• Only the parents educational status matters, not grandparents or siblings

For example, at Marquette University, even if your grandparents graduated from Ivy League schools, but your parents did not graduate with four-year degrees, you would still be considered first generation. 

Apply to these scholarships due soon

$10,000 “No Essay” Scholarship

$2,000 Sallie Mae Scholarship

Cydni Lawson Morris Memorial Scholarship

$40,000 Build a College List Scholarship

First Generation Fund

Niche $25,000 “No Essay” Scholarship

Granite Edvance Scholarships

Charles Pulling Sr. Memorial Scholarship

$25k “Be Bold” No-Essay Scholarship

The definition of first-generation is a work in progress.

In 2017, the New York Times cited a study by a professor at the University of Georgia. Analyzing the term “first generation” as applied to 7,300 students, the research revealed that the number of students who could be defined as first-generation ranged from 22 percent to 77 percent.

Obviously, a more general definition of first generation is needed. This is something that policy makers are and continue to work on.

Related:  Top scholarships for adopted and foster children

Why does first generation college student status matter?

Recognizing that first generation students may be at a disadvantage compared to their peers, universities take steps to provide extra support. These three advantages include:

Admission & scholarship advantages

• Shows that despite exposure to higher education, the first generation student attained their goals
• When all other factors are the same, being first generation might be the tipping point for admissions or scholarships

Monetary first generation advantages

In addition to academic and social campus support, some colleges are more financially friendly to first generation students. This includes:

• Fee waivers when applying to colleges/universities
• Scholarships (partial and full) just for first generation students
• Cost-free books and computers

Support on campus

Being first-generation, students may feel that they are at a disadvantage when navigating the campus experience. Some colleges and universities offer special programs for first generation students that help them:

• Adjust to the expectations of university life, including social aspects
• Connect with other first-generation college students and share experiences
• Handle the pressure of being the first in their family to attend college 

For example, Princeton University offers the “ Scholars Institute Fellows Program ” for low-income first generation students. This program offers a support network of faculty, staff, and students who mentor and offer academic enrichment and support. 

FAFSA reminder!

Whether you are a first generation student or not, all financial aid starts with the FAFSA , so fill out yours ASAP! Each year, only 65% of high school seniors complete the FAFSA , with first-generation and low-income students less likely to do so. 

Related : When is the FASFA deadline for your state?

Final thoughts on first-generation status

Remember, when evaluating your applications, the main criteria for evaluations will be your academic performance, essays , recommendations , and extracurricular activities . As we have seen, whether or not you are declared a first generation student or not by the admissions team can be arbitrary. 

Truthfully informing colleges/universities of your family educational history will only help you. If you are a high achieving student who did not benefit from the guidance of college educated family members, it is only going to make you look all the more impressive to also be first generation.

Key Takeaways

• The federal definition of “first generation” is a student who was raised by a parent(s) who did not complete a baccalaureate degree 
• Colleges and universities have differing definitions of first generation students 
• Being recognized as a first generation student has advantages when it comes to admissions, financial aid, and support on campus
• Always fill out the FAFSA as soon as it opens in your state!

Frequently asked questions about who is a first generation student

Am i first generation college student if my grandparents went to college, are you first generation if only one of your parents went to college, are there scholarships especially for first-generation students, scholarships360 recommended.

10 Tips for Successful College Applications

Coalition vs. Common App: What is the difference?

College Application Deadlines 2023-2024: What You Need to Know

Trending now.

How to Convert Your GPA to a 4.0 Scale

PSAT to SAT Score Conversion: Predict Your Score

What Are Public Ivy League Schools?

3 reasons to join scholarships360.

• Automatic entry to our $10,000 No-Essay Scholarship
• Personalized matching to thousands of vetted scholarships
• Quick apply for scholarships exclusive to our platform

By the way...Scholarships360 is 100% free!

/images/cornell/logo35pt_cornell_white.svg" alt="first generation college student personal statement"> Cornell University --> Graduate School

Understanding & preparing your personal statement, overview .

There are two types of statements included in the Graduate School’s online application, (1) the Academic Statement of Purpose and (2) the Personal Statement, both of which are required for all graduate degree programs. 

What Should the Personal Statement Include?

Your Personal Statement should provide the admissions committee with a sense of you as a whole person, and you should use it to describe how your personal background and experiences influenced your decision to pursue a graduate degree. Additionally, it should provide insights into your potential to contribute to Cornell University’s core value to provide a community of inclusion, belonging, and respect where scholars representing diverse backgrounds, perspectives, abilities, and experiences can learn and work productively and positively together. Within your Personal Statement, you may also share details on lessons learned from any of your lived experiences including but not limited to

• being a first-generation college student or graduate (no parent/guardian completed a baccalaureate degree)
• racial, ethnic, and/or cultural background(s)
• managing a disability or chronic health condition
• experiencing housing, food, economic, and/or other forms of significant insecurity
• being a solo parent
• gender identity and/or sexual orientation 
• having served in the military
• holding DACA, refugee, TPS, or asylee status

Your Personal Statement provides you with an opportunity to share experiences that provide insights on how your personal, academic, and/or professional experiences demonstrate your ability to be both persistent and resilient, especially when navigating challenging circumstances. It also gives you an opportunity to provide examples of how you engage with others and have facilitated and/or participated in productive collaborative endeavors. Additionally, it is a place, where if necessary, you can (and should) address any blemishes, gaps, or weaknesses in your academic record. In these situations, you will want to be honest, but brief. It is best to turn negatives into positives by focusing on how you overcame obstacles, remained persistent in the pursuit of your goals, and showed resilience. Share what you learned from the particular experience, and how it led you to become a better researcher/scholar/person, etc.

Content in the Personal Statement should complement rather than duplicate the content contained within the Academic Statement of Purpose, which should focus explicitly on your academic interests, previous research and/or relevant professional experience, and intended area of academic focus during your graduate studies.

Why should you consider Cornell?

Advice for First-Generation Law Applicants

Resources are available for law school applicants whose parents didn't graduate college.

Tips for First-Generation Law Applicants

Getty Images

Search for schools that support first-generation law students with dedicated resources.

In the rarefied setting of a university, it can be easy to take college education for granted. First-generation students, whose parents did not attend or graduate college, may feel self-conscious or off balance when their peers seem to have an easier time navigating campus life and career options.

In recent years, law schools have become more sensitive to the financial, academic and social challenges faced by first-generation students. They have partnered with nonprofits to expand resources and programs to level the playing field for first-generation students.

These resources range from dedicated scholarships to peer support groups. Some resources are even available as well to “first-generation professionals,” students whose parents received undergraduate degrees but not graduate or professional degrees.

Law school applicants who are first-generation students should consider the following advice to minimize unnecessary hurdles on their path to a legal career :

• Find available resources early.
• Disclose your parents’ education.
• Explain your background in your essays.
• Identify campuses that support first-generation students.

Find Available Resources Early

Many prelaw programs for first-generation students are most helpful early on, when applicants face uncertainty and challenges managing LSAT preparation and application timelines . It would be a shame to learn about these opportunities late in the process.

Furthermore, the most intensive programs that benefit first-generation applicants, like the Legal Education Access Pipeline in Southern California, have an application process. To reap the full benefits of this fellowship program, applicants must apply in September a year before they intend to apply to law school.

Disclose Your Parents’ Education

Ironically, many law school applicants who are first-generation students neglect to emphasize this context on their application. Some may be unaware that it matters, perhaps because they come from communities where higher education is less common. Others may see their parents’ limited education as a source of shame.

Law schools value first-generation students. The challenges they’ve overcome demonstrate traits essential to success in law school and legal practice, like resourcefulness, self-awareness and self-discipline.

If a law school application asks you about your parents’ education level , answer honestly. Whether your parents earned a whole alphabet of degrees or never finished high school, your answer will not be held against you. Rather, revealing your first-generation status helps contextualize your achievements and might open doors to helpful resources.

Explain Your Background in Your Essays

Understandably, many first-generation students want to focus on their own qualifications rather than those of their parents. They may even have heard that law school admissions officers don’t want to hear a “sob story.” Such oversimplified advice is frequently given in online discussion forums, which applicants should approach with skepticism .

Surely, a melodramatic application essay about every misfortune in an applicant’s life would come across poorly, as would a conceited and boastful essay. The trick is to strike a more balanced tone by explaining how these circumstances have shaped you.

In your personal statement or optional diversity statement, provide context for how your first-generation status impacted your life. Focus on the facts and avoid self-pity and defensiveness.

Identify Campuses That Support First-Generation Students

Many law schools provide their own dedicated resources for first-generation students.

For example, the AnBryce Scholarship Program at the New York University School of Law and the Berkeley Law Opportunity Scholarship program at the University of California—Berkeley School of Law provide full-tuition funding for qualified first-generation professional and college applicants, respectively, who submit a brief supplemental essay with their application.

Other law schools offer programs that provide peer mentorship, networking opportunities and training seminars, like the C. David Molina First Generation Professionals Program of the University of Southern California's Gould School of Law , the King Hall's First Generation Advocates program at the University of California—Davis School of Law and the First Generation Students Program of New England Law Boston law school.

Other campuses have first-generation law student associations for mutual support, including Yale Law School , the University of Georgia School of Law and the Illinois Institute of Technology (Chicago-Kent) College of Law .

First-generation students are often used to finding their own way, but there’s no need to feel alone in your journey to law school. Research online or consult a prelaw adviser to learn more about available resources and support networks.

35 Law Degree Jobs

Tags: law school , graduate schools , education , students

About Law Admissions Lowdown

Law Admissions Lowdown provides advice to prospective students about the law school application process, LSAT prep and potential career paths. Previously authored by contributors from Stratus Admissions Counseling, the blog is currently authored by Gabriel Kuris, founder of Top Law Coach , an admissions consultancy. Kuris is a graduate of Harvard Law School and has helped hundreds of applicants navigate the law school application process since 2003. Got a question? Email [email protected] .

Popular Stories

Best Colleges

Best Global Universities

Medical School Admissions Doctor

Best Graduate Schools

Top Medical Schools

You May Also Like

Premeds take 5 public health courses.

Rachel Rizal May 7, 2024

Fortune 500 CEOs With a Law Degree

Cole Claybourn May 7, 2024

Why It's Hard to Get Into Med School

A.R. Cabral May 6, 2024

Pros, Cons of Unaccredited Law Schools

Gabriel Kuris May 6, 2024

An MBA and Management Consulting

Sammy Allen May 2, 2024

Med School Access for Minority Students

Cole Claybourn May 2, 2024

Different jobs with med degree

Jarek Rutz April 30, 2024

Completing Medical School in Five Years

Kate Rix April 30, 2024

Dealing With Medical School Rejection

Kathleen Franco, M.D., M.S. April 30, 2024

Should I Get a Master's Before a Ph.D?

Andrew Warner April 29, 2024

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

How to Write a Personal Statement That Wows Colleges

← What Is an Application Theme and Why Is It Important?

10 Personal Statement Examples That Work →

  Most of the college applications process is fairly cut and dry. You’ll submit information about your classes and grades, standardized test scores, and various other accomplishments and honors. On much of the application, your accomplishments must speak for themselves. 

The personal statement is different though, and it’s your chance to let your voice be heard. To learn more about the personal statement, how to choose a topic, and how to write one that wows colleges, don’t miss this post.

What is the Personal Statement?

Personal statements are used in both undergraduate and graduate admissions. For undergrad admissions, personal statements are any essays students must write to submit their main application. For example, the Common App Essay and Coalition Application Essay are examples of personal statements. Similarly, the ApplyTexas Essays and University of California Essays are also good examples .

Personal statements in college admissions are generally not school-specific (those are called “supplemental essays”). Instead, they’re sent to a wide range of schools, usually every school you apply to. 

What is the Purpose of the Personal Statement?

The personal statement is generally your opportunity to speak to your unique experiences, qualities, or beliefs that aren’t elsewhere represented on the application. It is a chance to break away from the data that defines you on paper, and provide a glimpse into who you really are. In short, it’s the admissions committee’s chance to get to know the real you.

So, what are colleges looking for in your personal statement? They are looking for something that sets you apart. They are asking themselves: do you write about something truly unique? Do you write about something common, in a new and interesting way? Do you write about an aspect of your application that needed further explanation? All of these are great ways to impress with your personal statement.

Beyond getting to know you, admissions committees are also evaluating your writing skills. Are you able to write clearly and succinctly? Can you tell an engaging story? Writing effectively is an important skill in both college and life, so be sure to also fine-tune your actual writing (grammar and syntax), not just the content of your essay.

Is your personal statement strong enough? Get a free review of your personal statement with CollegeVine’s Peer Essay Review.

How To a Choose A Topic For Your Personal Statement

Most of the time, you’re given a handful of prompts to choose from. Common personal statement prompts include:

• Central aspect of your identity (activity, interest, talent, background)
• Overcoming a failure
• Time you rose to a challenge or showed leadership
• Experience that changed your beliefs
• Problem you’d like to solve
• Subject or idea that captivates you

One of the questions that we hear most often about the personal statement is, “How do I choose what to write about?” For some students, the personal statement prompt triggers an immediate and strong idea. For many more, there is at least initially some uncertainty.

We often encourage students to think less about the exact prompt and more about what aspects of themselves they think are most worthy of highlighting. This is especially helpful if you’re offered a “topic of your choice” prompt, as the best essay topic for you might actually be one you make up!

For students with an interesting story or a defining background, these can serve as the perfect catalyst to shape your approach. For students with a unique voice or different perspective, simple topics written in a new way can be engaging and insightful.

Finally, you need to consider the rest of your application when you choose a topic for your personal statement. If you are returning from a gap year, failed a single class during sophomore year, or participated extensively in something you’re passionate about that isn’t elsewhere on your application, you might attempt to address one of these topics in your statement. After all, the admissions committee wants to get to know you and understand who you really are, and these are all things that will give them a deeper understanding of that.

Still, tons of students have a decent amount of writer’s block when it comes to choosing a topic. This is understandable since the personal statement tends to be considered rather high stakes. To help you get the ball rolling, we recommend the post What If I Don’t Have Anything Interesting To Write About In My College Essay?

Tips for Writing a Personal Statement for College

1. approach this as a creative writing assignment..

Personal statements are difficult for many students because they’ve never had to do this type of writing. High schoolers are used to writing academic reports or analytical papers, but not creative storytelling pieces.

The point of creative writing is to have fun with it, and to share a meaningful story. Choose a topic that inspires you so that you’ll enjoy writing your essay. It doesn’t have to be intellectual or impressive at all. You have your transcript and test scores to prove your academic skills, so the point of the personal statement is to give you free rein to showcase your personality. This will result in a more engaging essay and reading experience for admissions officers. 

As you’re writing, there’s no need to follow the traditional five-paragraph format with an explicit thesis. Your story should have an overarching message, but it doesn’t need to be explicitly stated—it should shine through organically. 

Your writing should also feel natural. While it will be more refined than a conversation with your best friend, it shouldn’t feel stuffy or contrived when it comes off your tongue. This balance can be difficult to strike, but a tone that would feel natural when talking with an admired teacher or a longtime mentor is usually a good fit.

2. Show, don’t tell.

One of the biggest mistakes students make is to simply state everything that happened, instead of actually bringing the reader to the moment it happened, and telling a story. It’s boring to read: “I was overjoyed and felt empowered when I finished my first half marathon.” It’s much more interesting when the writing actually shows you what happened and what the writer felt in that moment: “As I rounded the final bend before the finish line, my heart fluttered in excitement. The adrenaline drowned out my burning legs and gasping lungs. I was going to finish my first half marathon! This was almost incomprehensible to me, as someone who could barely run a mile just a year ago.”

If you find yourself starting to write your essay like a report, and are having trouble going beyond “telling,” envision yourself in the moment you want to write about. What did you feel, emotionally and physically? Why was this moment meaningful? What did you see or hear? What were your thoughts?

For inspiration, read some memoirs or personal essays, like The New York Times Modern Love Column . You could also listen to podcasts of personal stories, like The Moth . What do these writers and storytellers do that make their stories engaging? If you didn’t enjoy a particular story, what was it that you didn’t like? Analyzing real stories can help you identify techniques that you personally resonate with.

3. Use dialogue.

A great way to keep your writing engaging is to include some dialogue. Instead of writing: “My brothers taunted me,” consider sharing what they actually said. It’s more powerful to read something like:

“Where’s the fire, Princess Clara?” they taunted. “Having some trouble?” They prodded me with the ends of the chewed branches and, with a few effortless scrapes of wood on rock, sparked a red and roaring flame. My face burned long after I left the fire pit. The camp stank of salmon and shame. 

Having dialogue can break up longer paragraphs of text, and bring some action and immediacy to your story. That being said, don’t overdo it. It’s important to strike a balance between relying too much on dialogue, and using it occasionally as an effective writing tool. You don’t want your essay to read like a script for a movie (unless, of course, that’s intentional and you want to showcase your screenwriting skills!).

Want free essay feedback? Submit your essay to CollegeVine’s Peer Essay Review and get fast, actionable edits on your essay. 

Common Mistakes to Avoid in Personal Statements

1. giving a recap or report of all the events..

Your essay isn’t a play-by-play of everything that happened in that time frame. Only include relevant details that enrich the story, instead of making your personal statement a report of the events. Remember that the goal is to share your voice, what’s important to you, and who you are. 

2. Writing about too many events or experiences. 

Similarly, another common mistake is to make your personal statement a resume or recap of all your high school accomplishments. The Activities Section of the Common App is the place for listing out your achievements, not your personal statement. Focus on one specific experience or a few related experiences, and go into detail on those. 

3. Using cliche language.

Try to avoid overdone quotes from famous people like Gandhi or Thoreau. Better yet, try to avoid quotes from other people in general, unless it’s a message from someone you personally know. Adding these famous quotes won’t make your essay unique, and it takes up valuable space for you to share your voice.

You should also steer away from broad language or lavish claims like “It was the best day of my life.” Since they’re so cliche, these statements also obscure your message, and it’s hard to understand what you actually mean. If it was actually the best day of your life, show us why, rather than just telling us.

If you want to learn more about personal statements, see our post of 11 Common App Essay Examples .

Want help with your college essays to improve your admissions chances? Sign up for your free CollegeVine account and get access to our essay guides and courses. You can also get your essay peer-reviewed and improve your own writing skills by reviewing other students’ essays.

Related CollegeVine Blog Posts

• Education Lab

Student Voices: I’m one of the first in my family to attend college. Here’s how I got there.

Ronnie Estoque, a first-generation college student from South Seattle, shares five lessons he learned from the college-admissions process.

Share story

Editor’s note: This is the third essay we’re publishing as part of Education Lab’s Student Voices program. Our Student Voices columnists are high school and college students writing about education issues that matter to them. Know a student with a story to tell about schools? Email Education Lab’s engagement editor, Dahlia Bazzaz:  [email protected] .

I’m a first-generation college student to-be, and my journey to higher education hasn’t been easy.

Born and raised in South Seattle in a low-income household with social stigmas all around me, I have attended public schools my entire life and graduated earlier this month from Cleveland High on Beacon Hill. My family came to this country from the Philippines in search of opportunity, and made a living working labor-intensive jobs in hotels and laundromats.

For us, college isn’t a given, and I had to motivate myself to pursue postsecondary education. For me, the college admissions process ultimately ended with a full-ride scholarship to Gonzaga University through the Act Six Scholarship Program. As I take the plunge into college this fall, I have some valuable lessons that might be beneficial to other potential first-generation college students.

1. Be proud of your story and find your motivation.

Subtle remarks like, “Wow you’re so lucky!” after someone hears you’ve received a college acceptance letter or a scholarship offer may tick you off initially, but don’t let people discredit the work you put into reaching your academic goals.

Personally speaking, it’s never been easy prioritizing my academics. Having to work part-time throughout my junior and senior years to provide for my personal expenses taught me the importance of independence, which translated into understanding myself more.

The reality of being poor bothered me growing up, but I told myself that everything in life is merely a temporary phase. The underlying parts of our identities, some of which may appear as potential setbacks, are not something students like me can wish away overnight. Breaking out of the economic cycle of poverty has been one of my main motivations for wanting to attend college, along with attaining the knowledge to become a political reporter. Few people in my family have professional careers, with most of my relatives working minimum-wage jobs to sustain themselves.

Above all, don’t let your achievements become devalued because your struggles are seen as unfair advantages during the college-admissions process compared with more-privileged students. Most will never fully know your personal story and struggles, but you must transform that into self-motivation.

2. Advocate for yourself.

For many first-generation college students, family members who are familiar with the college admissions process are scarce or nonexistent. This means being proactive about seeking advice and mentorship. As I was applying to college, I was scared, nervous, and unsure of myself. Self-doubt clouded my mind, about how I was going to figure everything out. Though all these emotions bubbled up inside of me, the physical effects of my stress never showed.

To find guidance, I applied to a college-readiness program during my junior year called the Achievers Scholars Program through the College Success Foundation (CSF). The program accepts students from across the state of Washington. Every year, 50 students at Cleveland High School are chosen for the program, and during my senior year I was accepted, and got to work with Dawn Cunanan, the program adviser.

“There are a lot [of programs], students just have to reach out and look for them,” Cunanan said. Through her mentorship I discovered scholarships that I could apply for, and she offered me valuable advice on how to maneuver through college and scholarship deadlines. My family members and family friends didn’t have information about these kinds of opportunities.

The Achievers Scholars Program connects students with mentors who have professional backgrounds, which allows students to gain a deeper insight on college and how it connects to the job market. More funding should go toward programs such as the College Success Foundation that support potential first-generation college students. Other college-readiness programs include College Access Now, designed for students who are low-income and have a 2.0 GPA or higher, and University of Washington’s Upward Bound, which offers college-level courses to students during the summer to help prepare them for the academic rigor of college.

I grew up in a household where I was told never to seek help unless absolutely needed. For me, asking for help was the hardest step I had to take during the whole college-admissions process, but the one that has most definitely paid off.

3. Overcome language barriers during the financial-aid process.

You must be patient when explaining the FAFSA (Free Application for Federal Student Aid) to your parent or guardian, and why its completion is vital to being able to afford college. A report from the College Board’s Advocacy and Policy Center, “Cracking the Student Aid Code,” highlights the disadvantages that the financial-aid system presents for non-English-language speakers and immigrant families.

Living under the guardianship of my uncle, who is from the Philippines, I had little help in deciphering and filling out the cryptic lines of the FAFSA. Initially, my uncle was skeptical about giving me his personal financial information so I could receive college financial aid. My family had never been super involved in my educational endeavors, and that disconnect had to be bridged during the financial-aid process.

For families of first-generation college students who don’t speak English or speak it as their second language, the challenge of filing a FAFSA can be even harder. “My dad just told me to figure it out by myself but I couldn’t because it was my first time looking at a tax report,” says Andy Huynh, who just completed his first year at South Seattle College. Huynh points out that more support should be offered to students who may not know how to properly translate essential parts of the FAFSA to their parents, and why they are important.

“My Chinese isn’t that good, so every time I explained it to my parents they wouldn’t get the point I wanted to get across to them,” Huynh said.

4. Define your success by your own standards.

Cleveland is a high school that students choose to attend, with a focus on the STEM fields — science, technology, engineering and math. The school places incoming students into one of two academies: School of Engineering & Design and School of Life Sciences.

During my freshman year I was placed into the engineering & design academy because I wanted to build upon my initial interest in computer science. After taking several courses in computer programming, I realized that the field was not for me. That same year, I was placed into a journalism writing class and began to develop a newfound interest in writing.

At times I have felt discouraged because of the declining stability and sustainability of journalism. My peers who seek careers in STEM fields that are typically high-paying kept me questioning my decision to focus more on writing. Through it all, I continued to cultivate my craft by finding  opportunities to write for publications through workshops (The Seattle Globalist) and internships (South Seattle Emerald). For me, success was finding opportunities to write about communities that I was a part of and giving a voice to the marginalized and underserved.

Becoming a first-generation college student only adds fuel to that fire of pressure as being the “last hope” for your family. Growing up in a Filipino household, I faced expectations from some family members who thought I should be a doctor or a lawyer to earn a high salary. As I got older, my family’s expectations for my career choice softened as I pursued more journalism opportunities and found my calling.

Whether you’re pursuing higher education at a community college or a four-year university, know that you are still accomplishing something that no one in your family has done.

5. Celebrate your accomplishments, but know that the journey is just beginning.

Getting accepted into college is only half the battle we’ll be facing. According to The Postsecondary National Policy Institute, first-generation college students “ … were less likely to complete their college degree in six years than their peers whose parents had at least some college experience (50 percent first-generation versus 64 percent non-first-generation).”

A study conducted at the University of North Carolina Chapel Hill identified barriers that first-generation students may face: insufficient academic preparation, limited college knowledge, cultural conflict, limited familial support, and financial constraints.

“My parents expected me to work at the same time and go to school, but that would cause problems because I would focus more on work than school,” Huynh said. “My parents would just talk about how I should be able to do both because I’ve had privileges and advantages that they weren’t able to get.”

Being a first-generation student, you are forging a path that no one in your family has walked. At times, you can feel alone, lost, or confused on how to proceed. Thankfully for me, the Act Six Scholarship Program grouped me with fellow scholars at Gonzaga University to build a support group that I will be able to turn to when I need help.

Colleges need to increase opportunities for first-generation students to build meaningful connections with faculty and staff early in the school year, and enhance communication about the resources available to them. This is easier said than done, and at times, first-generation students can fall through the cracks. I hope to continue to find community with other first-generation students next year, and gain a deeper understanding of what being a first-generation student truly means.

• Join Donate
• OUR PROGRAMS
• IN THE NEWS

The Challenges of First-Generation College Students

By Khadijah Booth Watkins, Associate Director and Gene Beresin, Executive Director

Posted in: Young Adults

Topics: College Mental Health , Culture + Society , Stress

This post on first-generation students is one in a series on college student mental health. Other posts in this series are: 

College Students of Color: Overcoming Racial Disparities and Discrimination

Lgbtq students in college: fostering inclusion, acceptance, and safety, international college students: challenges and solutions.

Currently, around half of all students attending college are the first in their families to do so. First-generation (first-gen) students have many strengths, as shown in the research. They tend to have higher satisfaction in college compared with non-first-gen peers, increased learning gains, and a greater ability to overcome setbacks of all kinds.

Still, there are many challenges that first-gen students encounter in college. They often face psychological, academic, financial, and social challenges, and about one in three leave college within the first three years.

Challenges Faced By First-Gen Students

Psychological Challenges

• Family conflicts and guilt. First-generation students often experience guilt over leaving their families and possibly their financial responsibilities at home. Many first-gen students feel badly that they have an opportunity other family members did not have, as well as guilt over feeling as though they are rejecting their past and community.
• Shame. First-gen students commonly feel embarrassed, as though they are “imposters” on campus. Without long family traditions of going to college, this is common and understandable. However, this makes it harder for them to feel like they fit in with peers.
• Confusion. First-gen students may be less knowledgeable about how to navigate the resources available to them, including healthcare options, work-study programs, internships, and counseling. Their peers who have family members that have attended college often get guidance from their parents or older siblings about these resources.
• Anxiety. The college life experience is filled with excitement and enthusiasm, but it can also be laced with anxiety about academic achievement , social inclusion , and financial worries, such as paying back loans.

Academic Challenges

• Arriving Prepared. Some first-gen students may come from less rigorous secondary schools or have lower scores on standardized tests. This can lead to them having less confidence in academics than their non-first-gen peers.
• Difficulty Navigating the Academic System. The academic system can be overwhelming and complex. First-gen students often have difficulty dealing with bureaucracy. They can also have difficulty finding mentors. Mentors are particularly important, as they serve to support students and help them navigate the system. First-gen students can’t rely on hearing about the college experience of their parents or other family members to help them face these barriers, as other students often do.

Financial Concerns

• Lower Family Income. First-gen students may come from families that have less income than other students. As such, they may need larger loans and scholarships. In addition, they may have to take on jobs during college in order to meet their financial obligations, which can contribute to greater stress and take time away from their school work. Data show that financial burdens are the primary reason first-gen students leave school.

Social Challenges

• Greater Social Isolation. The feelings of insecurity and fear about acceptance may result in isolation among first-gen students. Fewer available financial resources may limit their ability to participate in campus-based social events and remote opportunities, such as spring break, which adds to the feeling of isolation.
• Stigma and Discrimination. Racial or ethnic minority groups make up more than a third of first-gen students. As such, they have to overcome racial disparities and discrimination . They may be the targets of prejudice in reference to both their minority status and lower socio-economic status. These experiences can lead to alienation, isolation, marginalization, and loneliness , which can negatively impact their mental health and academic performance.

What Can You Do As A First-Gen Student?

Seek Support for Yourself and Your Family. Seek the guidance of supportive peers, faculty, and administrators in order to manage the academic, social, and economic stresses of college. Family support and assimilation into the college community are the two factors most positively associated with graduation.  

Please take a 1-minute survey about this article .

Have Conversations About Your Experience. Great relief can come from talking with other first-generation students about your concerns. It’s valuable for students to have conversations with others who are experiencing similar circumstances, to share stories, and provide support. Senior students can be supportive mentors. Student mentors, along with mentors within the faculty and the administration, can help with difficult questions.

Access College Resources. Many resources exist for academic, financial, and psychological assistance for students. These resources are confidential and may help in successfully dealing with all sorts of issues.

What Can Allies Do?

Confront your own biases. Examine the prejudices or preconceived ideas you might be holding onto.

Don’t make assumptions. Don’t assume that someone is or is not a first-generation student based on another aspect of their identity, and don’t assume that a first-gen student is or is not economically disadvantaged. Everyone’s background is different.

Treat all people with respect. Be open to learning from students about their backgrounds. Don’t judge people for having or not having first-gen status. Speak up if you hear someone else being disrespectful.

Students, persevere – you are not alone!

Despite the challenges, first-gen students should remember that they are not alone! Almost half of their peers are in the same boat.

And there are great examples showing that the challenges can be met. Former first lady Michelle Obama and Supreme Court Justice Sonia Sotomayor were both first-gen college students, among many other national leaders.

First-gen students should also remember that they overcame multiple social, economic, and academic barriers to get into college . This was the result of hard work, perseverance, and emotional strength.

Successfully getting through college will vastly increase knowledge and enrich both personal and professional life. It will also increase competence and confidence, and be a great source of positive self-esteem and pride. It can open doors to the future and pave the way for individual and family well-being.

Share on Social Media

Was this post helpful?

Khadijah Booth Watkins, Associate Director

Khadijah Booth Watkins, MD, MPH,  is associate director of the Clay Center for Young Healthy Minds at Massachusetts General Hospital (MGH), and the Associate Director of the Child and...

To learn more about Khadijah, or to contact her directly, please see Our Team .

Gene Beresin, Executive Director

Gene Beresin, MD, MA  is executive director of The MGH Clay Center for Young Healthy Minds, and a staff child and adolescent psychiatrist at Massachusetts General Hospital. He is also...

To learn more about Gene, or to contact him directly, please see Our Team .

Related Posts

Subscribe Today

Your monthly dose of the latest mental health tips and advice from the expert team at the clay center..

Quick Jumps

First-generation college students face unique challenges

Subscribe to the brown center on education policy newsletter, dick startz dick startz professor of economics - university of california, santa barbara @profitofed.

April 25, 2022

About 40% of UC-Santa Barbara students represent the first generation in their family to attend college—something my university is proud of. Often, first-generation students come from low-income backgrounds, but are they really all that different from other students who grew up in poverty but are not the first in their families to attend college? At the national level, how do first-gen students fare in college, and how are they supported?

In this post, I first provide some basic, data-based facts about these students. Unless otherwise mentioned, all our data comes from the Beginning Postsecondary Students Longitudinal Survey conducted by the National Center for Education Statistics. This survey has been conducted every eight years since 1990, and it collects information from beginning college students at the end of their first year, and then three and six years after starting college. For this post, I look only at students enrolled in four-year schools, and “first-gen” means neither parent has a four-year degree. I conclude with some discussion of evidence and reminders that “first-gen” and “low-income” are not synonymous labels for college students.

Fact 1: First-gen students are now a sizable, stable population among college enrollment.

The first fact is that neither college-entering rates nor college-graduating rates for first-gen students have changed much in recent years (see Figure 1 below). But note that they decreased drastically in the ‘90s—partially due to the increased bachelor’s attainment rate in the U.S. in the ‘60s and ‘70s—leading to more college-goers having at least one college-educated parent. Today, over 40% of entering students are first-gen, as are about one-third of graduating students. (In Figure 1, the label “Class of 2015” means students who would have graduated in 2015 if they spent four years earning their bachelor’s. As is standard, the calculation of graduation rates allows up to six years for graduation.)

Fact 2: First-gen students disproportionately enroll in less-selective colleges.

There is a very striking pattern when one looks at first-gen enrollment across college selectivity levels.

In open-admission schools, two-thirds of students are first-gen. Contrast this with “very selective” schools, where less than one-third of students are first-gen. (As an aside, the high proportion of first-gen students at my large, R1 university appears to be something of an anomaly.) The fact that very selective schools have lower fractions of first-gen students is likely not surprising as these schools are (a) more expensive and (b) require more savvy and resources on how to get admitted (i.e., guidance from parents). Unfortunately, as you will see next, outcomes for first-gen students are better precisely at those very selective schools where they are least likely to attend.

Fact 3: First-gen students complete college at lower rates than their peers.

Most first-gen students who attend a very or moderately selective school graduate, while the large majority of first-gen students who attend an open-admissions school do not. Of course, the more selective schools cherry-pick students likely to graduate, where open admission schools take all comers who meet basic qualifications. However, the same cherry-picking-or-not distinction is true for non-first-gen students. At very selective schools, family educational background is associated with a modest difference in graduation rates (10 percentage points). In contrast, the graduation rate for first-gen students at open-admission schools is below half the rate for non-first-gen by a gap of 23 percentage points.

First-gen students are different from low-income students

I dug a little deeper into graduation rates by running regressions predicting whether a student graduated on the basis of both first-gen status and parents’ income. First-gen students tend to come from lower-income families (average family income of $58,000 by my calculations) than do non-first-gen students (average family income of $120,000). Perhaps the differences in graduation rates are explained by these large differences in family income?

The first lesson from the analysis is that, while income matters, first-gen status matters even when controlling for income. Holding all else equal, I find that first-gen students are 16% less likely overall to graduate than are non-first-gen students with equal parental income. So being a first-gen student really does mean something more than just coming from a low-income family. This finding resonates with other studies that have looked at the experiences of first-gen students. (For further reading, see Terenzini et al. , Engle , and Engle and Tinto .)

The second lesson from the regressions is that the apparently varying first-gen/non-first-gen gaps in graduation rate by college selectivity—the ones shown in Figure 3 above—are mostly about the same size after controlling for family income. With these models, I find that first-gen students are about 16 percentage points less likely to graduate than other students at institutions of varying levels of selectivity. The exception is very selective institutions, where the first-gen difference is only about 7 percentage points.

First-gen students warrant more support than they get

I also examined financial aid. Interestingly, public universities give more financial aid to first-gen students while private universities give more to non-first-gen students. (Data for this question comes from the 2016 Baccalaureate and Beyond Longitudinal Study, which is a little more current than the Beginning Postsecondary Students Longitudinal Survey.)  The survey data shows first-gen students in public universities get about $5,100 in need-based aid and $10,100 total in their senior year, while non-first-gen students get about $3,200 in need-based aid and $8,700 overall. In private universities, first-gen students get about $8,900 in need-based aid and $19,400 overall, while non-first-gen students get about $8,800 in need-based aid and $22,000 overall.

In other words, public universities give first-gen students more need-based aid than non-first-gen students receive, presumably reflecting income differences. Merit-based aid is about equal. In contrast, at private universities, non-first-gen students get about $2,600 more financial aid than do first-gen students. What’s happening at private universities, presumably, is that non-first-gen students are competed for with considerably more “merit-based’ aid.

Prior research suggests that increased financial aid is particularly important in helping first-gen students succeed, though other academic supports could help as well. Angrist, Autor, and Pallais conducted a field experiment that randomly assigned aid to Nebraska high school graduates to study the effect of merit aids on college degree completion. They found that the estimated effect for first-gen students is twice as large as the estimates for students from more-educated families. Further, Angrist, Lang and, Oreopoulos found that a combination of financial aid for higher grades (with enhanced academic support services) was especially effective for first-gen students, but only for women as it had little apparent effect for men.

In summary, first-gen students do well at selective institutions, but the less selective institutions that most attend haven’t found a way to get graduation rates up compared to rates for non-first-gen students. Part of the difference in outcomes is due to first-gen students coming from lower-income families. Income differences don’t explain everything though. The disadvantages of coming from a family where you are a pioneer in higher education are real.

The author is grateful to UC-Santa Barbara undergraduates and Gretler Fellows Leshan Xu and Karen Zhao for research assistance.

Related Content

Florence Xiaotao Ran, Yuxin Lin

February 15, 2022

Christian Fischer, Rachel Baker, Qiujie Li, Gabe Avakian Orona, Mark Warschauer

November 22, 2021

Education Access & Equity Higher Education

Governance Studies

Brown Center on Education Policy

Katharine Meyer

May 7, 2024

Jamie Klinenberg, Jon Valant, Nicolas Zerbino

Thinley Choden

May 3, 2024

The Michigan Daily

One hundred and thirty-three years of editorial freedom

Personal Statement: I am a first-generation college student

Share this:.

• Click to share on Twitter (Opens in new window)
• Click to share on Facebook (Opens in new window)

The first time I visited Ann Arbor I had just put the deposit down on my safety school. The second time was the day I moved in. I came here as a daughter, who in the eyes of my family was spending thousands of dollars to live three hours away in a lifestyle familiar only through the movies they had seen and hearsay from friends of their friends. Once I arrived, I became a student afraid of Football Saturdays and overwhelmed by my peers who seemed to have been prepared for this experience for their whole lives.

I was accepted to the University of Michigan with the precondition that I attend classes from June 20 to August 17 through the University’s Summer Bridge Program. Bypassing this program wasn’t an option, its bolded prerequisite announcing itself on my acceptance letter: you must attend this program for acceptance into the Fall 2010 semester. I must? I was happy to receive an answer from Michigan, but my move-in date was two short weeks away and the idea of moving out, moving in, taking classes and for the first time sharing a 12×13 cubicle-like room was terrifying to me.

For those two weeks, I hoarded people’s advice, desperately trying to become adjusted to the enigma of college. My mother, who never applied to or attended college, repeated, “It’s your decision,” but as June 20 approached I could see the apprehension and tears grow in her eyes. My immediate family’s commentary focused on my age in comparison to my relationship status, the cost of attendance and insisting, “Why can’t you just go to community college? What about that nice boy you’re dating — you’re going to move away from him?” I was overwhelmed by my collection of advice and watched the time before my move-in date dwindle.

The last piece of advice I sought was from a friend, a then incoming junior at the University. He explained that we are all given opportunities, and the opportunity itself is not as important as how we use it. He reiterated that I would be successful in life no matter the college, but the University of Michigan could provide me with not only an education at one of the best universities in the country, but also would help me find communities of people striving to push beyond “what is” to “what could be.” On June 20 I left Muskegon frustrated, pissed off, overwhelmed, but quietly convincing myself it would be worth it.

For eight weeks I found solace in the study rooms of Mosher-Jordan Residence Hall, bonding with fellow Bridge kids in the common misery of summer classes, halfheartedly recalling the opportunity for a better education. My peers were a mixture of first generation, low-income, geographically isolated students for whom the University found it necessary to assume a summer of preparation before freshman year. As a person who fit all of these characteristics, living in conditions that would’ve led some of the best high schools students to drop out, I was the perfect candidate. Upon completion of the program, I was academically ready. But this emphasis skewed my idea of what college would be. I was entirely unprepared for what awaited me moving in to the Mary Markley Residence Hall.

The moment I arrived back from the short break between summer and fall terms, I knew it wasn’t the same Ann Arbor I’d left. The entire city was infested with parents, students and all of their belongings. The students were cordial when their parents were around, yet pushy and disinterested when they weren’t. My first Football Saturday I walked down State Street and wondered if the students on the lawns of the fraternities were the ones pushing beyond “what is” to “what could be.” Sitting alone on the street, I tried to reconcile my previous excitement to be among like-minded peers with the loneliness I felt. My walk around campus soon became a sprint back to my dorm, where I packed a bag, got on a bus and went home to Muskegon.

I adjusted, but it took two years and the process is far from over. I can’t give sugarcoated statements on how it’s OK now when at times it’s not. In this place, I have felt as equally isolated and alone as I have understood and appreciated. The process is continuous.

One of the first assignments of my junior year brought it all together. The sheet attached to the back of the syllabus held a bolded question, “ What is college to you ? ” Two questions were posed in the explanation: What is college supposed to accomplish and what does it actually accomplish?

What is college to me? A series of expectations, oftentimes entirely incorrect. Something that cannot and should not be defined so the only expectation left is that it changes every day. I came to college expecting to be transformed into the model undergrad as easily as my peers and I was frustrated when I didn’t. I have changed, but from my own volition to question my experiences delineating the ideal undergrad. It is from constantly reworking the definition of “what is college?” that I discovered my passion for education reform, focusing on college as a learning experience that pushes for growth and doesn’t allow other people’s experiences define the validity of my own.

Caught in between the expectations from home and school, I spent a majority of my time trying to reconcile the differences. It took my first year here to realize I couldn’t assimilate to either role exactly as it was ascribed. It took the second to understand I shouldn’t have to.

Terra Molengraff is an LSA junior and a senior photo editor for The Michigan Daily.

Related articles

Leave a comment.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

University of Notre Dame

Fresh Writing

A publication of the University Writing Program

• Home ›
• Essays ›

Thriving Diversity: Support for First-Generation College Students

By Rosa Vega Rodriguez

Published: October 04, 2023

2nd place McPartlin Award

“This is so easy,” a voice from the other side of the table says. I can feel the blood rushing to my cheeks. My ears feel warm. I try to focus on the paper in front of me. I can’t seem to understand a single word. This is my first tutorial class. We have been given a problem set to solve, and this is the first time–followed by many, many others–that I felt behind and isolated. I decide to seek help. I arrive on a Thursday afternoon in the Math Help Room. The room is packed. The small space is dense and warm from all the students crammed into one spot. Students stand lining the walls. Eyes exhausted but searching desperately for answers. Everyone has a laptop open. Calculus homework is pulled up on every webpage. Two tutors are quickly jumping between the small, connected classrooms. Students walk in, tired from a long day of lectures. They scan the room and leave. Desperation, exhaustion, and panic envelop the room. Students want help, yet they do not receive it enough. As a first-generation student, seeking help is hard, but finding adequate assistance has been harder. The University of Notre Dame should be providing more support for students, especially those who are the first in their families to attend college.

In this essay, I argue that Notre Dame should give more financial assistance to support programs for first-generation students, such as the Transformational Leaders Program (TLP), the Office of Student Enrichment (OSE), and the Learning Resource Center (LRC). Placing priority on these kinds of programs is important not only because they would help first-generation college students succeed academically, socially, and financially, but because it would open opportunities for more diversification of the university. First, I will outline the problem created by limited resources for first-generation students. Second, I will explain the positive effects of support programs for these students. Third, I will suggest that Notre Dame provide more funding for the expansion and improvement of these programs.

Separation from family for the first-generation college student is a double-edged sword. On one hand, a family may be proud of their member going to college. On the other hand, the student may feel coerced to always do their absolute best. In the article, “How First-Generation College Students Adjust to College,” researcher Melinda Gibbons of the University of Tennessee writes of a participant's struggle with feeling motivated yet pressured by her family: “My mom and dad had worked so hard going through multiple jobs just to put me and my three other siblings through school. I am the first one to actually go to a university … so it’s really on my shoulders. I can prove that all their work is not in vain” (500). A tremendous amount of pressure arises from being a first-generation college student. Many students refrain from reaching out for help for fear of disappointing their parents.

Additionally, most first-generation college students are ill-prepared for college expectations. In The Hidden Curriculum , a sample revealed that 44 percent label themselves as “less academically prepared” than their peers in their second year (Gable 28). Rachel Gable–director of institutional effectiveness at Virginia Commonwealth University, author, and graduate of Harvard University–noted that universities, especially those held in high prestige and made up of a significant number of legacy students, have a hidden curriculum. A hidden curriculum is a certain set of indirect rules that people follow to succeed in college. The hidden curriculum is not concrete, but rather “a site of contestation concerning what the institution represents, whom it serves, and how it defines success” (Gable ix). Since first-generation college students are the first in their families to attend college, they often lack the necessary knowledge for succeeding. According to Dr. Paul Thayer’s article, “Retention of Students from First Generation and Low Income Background,” first-generation college students “have limited access to information about the college experience, either first-hand or from relatives” (4). They are also “likely to lack knowledge of time management, college finances and budget management, and the bureaucratic operations of higher education” (4). In accordance with this, the article, “First-Generation College Students: A Literature Review” states, “[Low-income, minority, and first-generation students] often do not understand the steps necessary to prepare for higher education which include knowing about how to finance a college education, to complete basic admissions procedures, and to make connections between career goals and educational requirements” (Tym 3). First-generation students have a hard time adapting to college and learning the necessary habits to succeed. Although first-generation students struggle to learn the rules of the hidden curriculum, most non-first-generation college students have the privilege of having this set of rules passed down to them from their parents. Whether it is directly or indirectly, academically educated parents set an example for succeeding that their children learn and replicate to the family’s advantage.

At Notre Dame, nearly 20 percent of the student body does not have this advantage, because they are “First generation/Pell/<$65,000 household income” ( Undergraduate Admissions ). While considering the importance of support programs for underrepresented and underprivileged students such as first-generation students, it is crucial to reflect upon the University of Notre Dame’s mission statement. In the mission statement, it states, “The intellectual interchange essential to a university requires, and is enriched by, the presence and voices of diverse scholars and students . . . What the University asks of all its scholars and students, however, is not a particular creedal affiliation, but a respect for the objectives of Notre Dame and a willingness to enter into the conversation that gives it life and character” ( Mission ). Through this mission statement, Notre Dame is implying the need for different people to bring about new ideas, conversations, and an inclusive environment on campus. In providing more resources for first-generation students, more people of different backgrounds will not only begin to see Notre Dame as a possibility but will be willing to go through the process knowing that they will gain support when admitted. Appealing to these programs for first-generation students will help the university diversify. After all, most first-generation students are low-income or from a minority background. Melinda Gibbons states that “[first-generation college students] represent about one-quarter of all traditional college-aged students and they present with unique needs and strengths. They are more likely to be students of color, tend to be from lower-income families, and have higher attrition rates from college” (489). In supporting programs, the University of Notre Dame will be providing encouragement and assistance to a growing diverse student population.

A current program that seeks to diversify Notre Dame and highlights mentorship support is the Transformational Leaders Program. The mission statement explains that this program “serves students’ academic, social, and spiritual development” by making sure students know about different resources that fit their individual needs. The mission’s aim is to assist students in achieving their academic goals while “staying healthy, grounded, and connected” ( Transformational Leaders Program ). Through this program, students of Notre Dame are able to gain a mentor. The groups of students under mentors’ supervision are called cohorts. Mentors often organize events for these cohorts in which students can meet new people. This program also has tutoring for a wide array of classes throughout the week. One of the biggest problems thus far is the mentor-to-mentee ratio. My current cohort is about 40 students. This means that one mentor has to guide 40 students of all kinds of backgrounds with all kinds of problems, stay up to date, and actively seek out opportunities for all 40 students. In addition, this high volume of students may make it difficult for all students to participate in one-on-one meetings. By providing more funding, Notre Dame will allow the Transformational Leaders Program to hire more mentors. Perhaps the reason this isn't already happening is that Notre Dame underestimated the number of students that would accept the invitation to join TLP. However, if Notre Dame wants to live up to its ideals of supporting increasing diversity, then it will invest more money in the Transformational Leaders Program. In turn, more students will be able to receive guidance and support and mentors will be able to be more involved in counseling students.

Like the Transformational Leaders Program, the O ffice of Student Enrichment supports low-income students, but in a financial way. The mission statement for this program is “to enrich the student experience of limited-resource Notre Dame students through informing, including, and investing in developmental programming and financial access” ( Office of Student Enrichment ). For example, OSE helps students purchase necessary materials, such as calculators and winter clothing, and also encourages involvement in social campus community events by paying for football tickets and club dues. The Office of Student Enrichment also has special events, such as FLI week, which is a week full of activities in support of first-generation low-income students. Notre Dame should continue to provide adequate funding for OSE so that the program can continue providing students with the materials they need to succeed academically and the experiences they need to succeed socially. In addition, with proper funding, the events that the Office of Student Enrichment leads will increase awareness of first-generation low-income college students.

Another major resource that Notre Dame should further support is the Learning Resource Center for tutoring. The struggle with tutoring can be summarized by a participating student who talked about her advanced curriculum. She mentioned not needing tutoring in high school, because understanding the content “just sort of came naturally.” However, in college where she was “learning things that are so far beyond [her] comprehension,” tutoring was a necessity now to understand her classes. It was hard for her to find a tutor that worked with her schedule and was in her discipline (Gibbons et al. 494). Despite the fact that LRC is an ally to students who need assistance, there is not enough availability. The Notre Dame Learning Resource Center website states that “students can register for only one 1:1 private tutoring session per week” ( Center for University Advising ). With students balancing up to five or more classes, having to choose one class to receive help on for one hour may not be helpful. On the good side, there are other options available such as drop-in tutoring which consists of study hall or “math rooms.” However, these areas can get easily packed and chaotic and it may be hard to receive help among a crowd of students. It is likely that Notre Dame has overlooked this issue since there are so many tutoring centers and study halls. They may not be aware of those that are exceeding a reasonable capacity. Notre Dame needs to recognize that tutoring is in high demand, especially for core classes. The university should closely track the use of these tutoring rooms. Once they collect the data, they can see that they need to devote more resources to provide the crucial help that students need. By discovering how many students are using tutoring the university can properly budget according to the demand. If the university wants to help students learn, then it will ensure that LRC receives more funding, so that more tutors can be hired and availability can increase.

Some may argue that since a student was accepted, they should have arrived at the university with the requirements necessary for a successful higher education. They may say that in filling out applications, prospective students are declaring that they are skilled and knowledgeable enough to succeed despite the rigor. Additionally, many of the universities that are held in high prestige are research universities, such as the University of Notre Dame. If research is the main goal of a research university, why should it place its money on teaching students instead of using it to fund investigations and experiments? Students should be responsible for their own education. They accepted this responsibility in applying for a university.

All great researchers start somewhere. In creating an environment for curiosity and encouraging students who want to learn, the University of Notre Dame will be nurturing the researchers of the future and opening doors for many people. There is a reason such a large emphasis is placed on diversity. Encouraging diversity brings about new people, new ideas, and new perspectives. In the article “The Benefits of Diversity,” author and researcher Daryl Smith points out that “Students in environments that are structurally and curricularly diverse develop more complex and critical thinking skills and actually learn more. [Studies] found that the presence of diverse students enhances the educational experience of all students, leading to the broadening of perspectives, increased exposure to alternative viewpoints, and more complex discussions and analysis” (19). In providing programs that welcome students of contrasting backgrounds, Notre Dame is creating a campus of students that are more aware and analytical, which are essential traits of a good researcher.

In order to better support first-generation students, Notre Dame should provide more funding and advertising for programs like the Transformational Leaders Program, the Office of Student Enrichment, and the Learning Resource Center tutoring. These three programs cover the three critical aspects of providing an environment for first-generation college students to flourish. Through TLP, Notre Dame advances mentorship. In terms of educational support, Notre Dame should consider making larger spaces for tutoring. An example of this is the Math Room. Additionally, hiring more well-trained tutors will in turn create more availability. The funding and increased awareness of these programs will ensure that first-generation low-income students get the support they need.

In order to provide more funding to these programs, the University of Notre Dame can add first-generation support as a designation to its donation website. In the past, Notre Dame has reached out to parents of current students at Notre Dame, alumni, and other supporters asking for “gifts” or donations to support the student body. There are currently three different funds: Notre Dame Fund, Rockne Athletics Fund, and Financial Aid. There are also smaller sections called “Giving Societies” ( Give to ND ). In order to support first-generation programs, Notre Dame could add a fund with that title or could make subsections for the three current programs that most support first-generation students. Additionally, in the past, Notre Dame has offered shamrock pins, collector’s lanyards, and bumper stickers as incentives for people to donate. Clubs, like 1st-G ND, which support first-generation students, can design different donation gifts for donors. These donation gifts could even be sold on campus to fundraise and increase awareness of first-generation college students. Through this method, the University of Notre Dame can receive direct donations for the Transformational Leaders Program, the Office of Student Enrichment, and the Learning Resource Center. In addition, people may be more likely to donate or make larger donations since they are able to identify where their money is going, and they may relate to or feel empathy toward first-generation college students.

In providing academic, social, and financial aid, the University of Notre Dame will be opening doors to people of various backgrounds. Since its mission is to create a diverse environment, Notre Dame should advocate for resources that help students who are struggling. A final and perhaps the most major goal for Notre Dame should be to increase its awareness of the people that need help. They need to realize that their goal of diversification requires more than just acceptance letters. This goal requires programs that will help those who are accepted succeed.

Works Cited

Center for University Advising . The University of Notre Dame. https://nd.mywconline.net/index.php . Accessed 3 Nov. 2022.

Gable, Rachel. Chapter 7. The Hidden Curriculum : First Generation Students at Legacy Universities . Princeton University Press, 2021. Accessed 18 Oct. 2022.

Give to ND. The University of Notre Dame. https://giveto.nd.edu/give?promotion_code=05991 . Accessed 5 Nov. 2022.

Inclusive Campus Survey Results . The University of Notre Dame, https://studentaffairs.nd.edu/news/inclusive-campus-student-survey-results/ . Accessed 25 Oct. 2022.

Mission . The University of Notre Dame https://www.nd.edu/about/mission/ . Accessed 1 Nov. 2022.

Office of Student Enrichment . The University of Notre Dame, https://studentenrichment.nd.edu/about/ . Accessed 25 Oct. 2022.

Rondini, Ashley C., et al. Chapter 5. Clearing the Path for First Generation College Students : Qualitative and Intersectional Studies of Educational Mobility . Lexington Books, 2018. Accessed 13 Oct. 2022.

Smith, Daryl G., and Natalie B. Schonfeld. "The benefits of diversity what the research tells us." About campus 5.5 (2000): 16-23. Accessed 23 Oct. 2022.

Thayer, Paul B. "Retention of students from first generation and low income backgrounds." (2000).Accessed Nov 9, 20222.

Tym, Carmen, et al. "First-Generation College Students: A Literature Review." TG (Texas Guaranteed Student Loan Corporation) (2004). Accessed 13 Oct. 2022.

Undergraduate Admissions . The University of Notre Dame https:/admissions.nd.edu/apply/ . Accessed 25 Oct. 2022.

Undergraduate Career Services First Generation . The University of Notre Dame, https://undergradcareers.nd.edu/information-for/first-generation/ . Accessed 25 Oct. 2022.

University Counseling Center First Generation . The University of Notre Dame, https://ucc.nd.edu/diversity-and-inclusion/first-generation-students/ . Accessed 25 Oct. 2022.

Watts, Gavin W., et al. “Experiences, Supports, and Strategies of First-Generation College Students.” College Teaching , vol. ahead-of-print, no. ahead-of-print, 2022, pp. 1–11, https://doi.org/10.1080/87567555.2022.2050669 . Accessed October 15, 2022.

How does Rodriguez’s personal experience not only inform the argument, but serve as an effective rhetorical device?

Examine Rodriguez’s bibliography. Discuss the sources, their genres, and the way they inform her argument.

• Identify Rodriguez’s topic sentences. How does she transition between ideas, while also establishing a line of reasoning?

Notice Rodriguez’s prose. Where does she use imagery and to what effect? Where does she choose to embed, unembed, and paraphrase evidence, and to what effect? How are the length of her sentences varied?

Rosa Vega Rodriguez

Rosa Vega Rodriguez is from Oklahoma City, Oklahoma and currently resides in Welsh Family Hall. She is studying Neuroscience and Behavior and Latino Studies. As a first-generation student, she wanted to raise awareness of the lack of resources–as well as the lack of assistance for current resources–for students like her. Through her argumentative essay, “Thriving Diversity: Support for First-Generation College Students,” Rosa acknowledges these current issues with the hope to inspire action. This essay analyzes three programs that help enable the success of first-generation students: the Transformational Leaders Program, the Office of Student Enrichment, and the Learning Resource Center. It also provides methods for the improvement of these programs. Rosa would like to thank Professor Damian Zurro for his creativity in helping her get through all her writer’s blocks. She would like to thank her Writing and Rhetoric professor, Professor Jessica Thomas, for her unceasing care and support. Finally, she would also like to thank her parents, Guillermo and Noemi, who continually choose to make sacrifices that have blessed her with many opportunities.

• Online Undergraduate Students
• Online Graduate Students
• Prospective Students
• First Generation
• International
• Persons With Disabilities
• Military-Connected
• Student Parents
• Accounting & Finance
• Architecture & Construction
• Arts, Media & Communications
• Business Management & Administration
• Counseling & Social Work
• Community Impact
• Education & Training
• Government & Public Administration
• Health Science
• Information Technology
• Law & Policy
• Operations & Logistics
• Create a Resume / Cover Letter
• Expand Your Network / Mentor
• Explore Your Interests / Self Assessment
• Negotiate an Offer
• Prepare for an Interview
• Prepare for Graduate School
• Search for a Job / Internship
• Linkedin Learning
• Labor Market Insights

Tips And Resources For First-Generation College Students

• Share This: Share Tips And Resources For First-Generation College Students on Facebook Share Tips And Resources For First-Generation College Students on LinkedIn Share Tips And Resources For First-Generation College Students on X

This article written by Forbes offers a helpful resource guide titled “Online Resources for First-Generation College Students,” aimed at providing support and guidance to students who are the first in their families to attend college. The article outlines various online tools and platforms designed to assist first-generation students in navigating the challenges of higher education, including financial aid resources, mentorship programs, and academic support services.

https://www.forbes.com/advisor/education/student-resources/online-resources-for-first-generation-college-students/

“Elder siblings assist younger ones in going to college”: the moral mission and choice of first-generation college students in rural China

• Published: 08 May 2024

Cite this article

• Jie Tian 1 &
• Qiang Zhang   ORCID: orcid.org/0000-0003-3069-4763 2  

Unlike the independent path of first-generation college students in the West, first-generation college students in China tend to integrate personal development with family responsibility. Using a sample of 16 first-generation college students who serve as elder siblings and the first in their family to go to college, this qualitative inquiry analyzes educational assistance among siblings in rural China. The results show that these first-generation college students emphasize family responsibility, and they provide educational assistance guided by a moral commitment to “helping each other as a family” and the expectation of “another college student in the family.” This approach aims to expand their younger siblings’ educational opportunities while compensating for their parents’ lack of cultural capital. However, they encounter various challenges throughout this journey, which are coupled with substantial psychological pressure. This study highlights a rational perspective on first-generation college students’ educational assistance to facilitate the bond within the family better and ultimately establish a pathway for individual growth, family education enhancement, and social equity.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Similar content being viewed by others

Sociological Perspectives on First-Generation College Students

‘So How Was Big School Today?’ Family Perceptions of HE Participation

“Keep that in mind…You’re Gonna go to College”: Family Influence on the College Going Processes of Black and Latino High School Boys

Abramovitch, R., Corter, C., Pepler, D. J., & Stanhope, L. (1986). Sibling and peer interaction: A final follow-up and a comparison. Child Development, 57 (1), 217–229.

Article   Google Scholar  

Alami, M. (2016). Causes of poor academic performance among Omani students. International Journal of Social Science Research, 4 (1), 126–136.

Azmitia, M., Cooper, C. R., & Brown, J. R. (2009). Support and guidance from families, friends, and teachers in Latino early adolescents’ math pathways. The Journal of Early Adolescence, 29 (1), 142–169.

Blake, J. (1981). Family size and the quality of children. Demography, 18 (4), 421–442.

Bouchey, H. A., Shoulberg, E. K., Jodl, K. M., & Eccles, J. S. (2010). Longitudinal links between older sibling features and younger siblings' academic adjustment during early adolescence. Journal of Educational Psychology, 102 (1), 197–211.

Bourdieu, P. (1997). Cultural capital and social alchemy: An interview with Bourdieu . Shanghai People’s Press.

Google Scholar  

Bruce, A. M., Getch, Y. Q., & Ziomek-Daigle, J. (2009). Closing the gap: A group counseling approach to improve test performance of African-American students. Professional School Counseling, 12 (6), 450–457.

Campione-Barr, N. (2017). The changing nature of power, control, and influence in sibling relationships. New Directions for Child and Adolescent Development, 2017 (156), 7–14.

Capannola, A. L., & Johnson, E. I. (2022). On being the first: The role of family in the experiences of first-generation college students. Journal of Adolescent Research, 37 (1), 29–58.

Cheng, M., & Kang, Y. J. (2018). Young people who went from peasant families to elite universities: “Sensible” and their fate. China Youth Study , (5), 68–75.

Cong, Y. F., & Ren, C. H. (2021). The intergenerational transmission mechanism of higher education status acquisition and its stage interpretation. Social Science Front , (8), 243–248.

Davies, K. (2019). ‘Sticky’ proximities: Sibling relationships and education. The Sociological Review, 67 (1), 210–225.

Delgado, V. (2023). Decoding the hidden curriculum: Latino/a first-generation college students’ influence on younger siblings’ educational trajectory. Journal of Latinos and Education, 22 (2), 624–641.

Fang, S. X., & Lu, Y. (2022). The different academic experiences between Chinese and American first-generation college students from the perspective of higher education popularization. Fudan Education Forum, 20 (1), 31–40.

Gist-Mackey, A. N., Wiley, M. L., & Erba, J. (2018). “You’re doing great. Keep doing what you’re doing”: Socially supportive communication during first-generation college students’ socialization. Communication Education, 67 (1), 52–72.

Gofen, A. (2009). Family capital: How first-generation higher education students break the intergenerational cycle. Family Relations, 58 (1), 104–120.

He, J. A., & Liu, W. R. (2013). The conflict and chimerism of power, interests, and family affection: Revisiting the differential pattern of Chinese society. Qinghai Social Sciences , (3), 111–116.

Hu, F., Liu, Y. R., & Zhao, X. C. (2023). Does having a younger brother affect women’s gender role attitudes and cognitive ability. China Economic Studies , (1), 137–149.

Huang, D. (2017). Relatives on the earth: How does a rural daughter-in-law see the countryside . Taihai Publishing House.

Kim, A. S., Choi, S., & Park, S. (2020). Heterogeneity in first-generation college students influencing academic success and adjustment to higher education. The Social Science Journal, 57 (3), 288–304.

Lareau, A. (2002). Invisible inequality: Social class and childrearing in black families and white families. American Sociological Review, 67 (5), 747–776.

Li, C. L. (2014). The changing trend of educational inequality in China (1940-2010): Reexamining the urban-rural gap on educational opportunity. Sociological Studies, 29 (2), 65–89+243.

Liu, N. (2019). Consequences of social mobility on kinship relations: A case study of rural migrants in Beijing. Journal of Zhejiang University (Humanities and Social Sciences), 49 (4), 119–131.

Liu, X. G., & Si, H. P. (2017). Family planning and transmission of inequality between generations: Micro perspective on individual intergenerational mobility. Economic Review , (5), 139–151.

Lohfink, M. M., & Paulsen, M. B. (2005). Comparing the determinants of persistence for first-generation and continuing-generation students. Journal of College Student Development, 46 (4), 409–428.

Lu, Y. (2022). Family and generation: Cultivate first-generation college students in the family. Fudan Education Forum, 20 (1), 1.

Luedke, C. L. (2020). Developing a college-going habitus: How first-generation Latina/o/x students bi-directionally exchange familial funds of knowledge and capital within their familias. The Journal of Higher Education, 91 (7), 1028–1052.

Meng, W. J. (2005). The division of the responsibility boundaries of various stakeholders in China’s social security system. Journal of South-Central Minzu University (Humanities and Social Sciences) , (S1), 152–153.

Mwangi, C. A. G. (2015). (Re) Examining the role of family and community in college access and choice: A metasynthesis. The Review of Higher Education, 39 (1), 123–151.

Padgett, R. D., Johnson, M. P., & Pascarella, E. T. (2012). First-generation undergraduate students and the impacts of the first year of college: Additional evidence. Journal of College Student Development, 53 (2), 243–266.

Park, Y. S., Kim, B. S., Chiang, J., & Ju, C. M. (2010). Acculturation, enculturation, parental adherence to Asian cultural values, parenting styles, and family conflict among Asian American college students. Asian American Journal of Psychology, 1 (1), 67–79.

Qi, Y. (2021). Research on rural youth’s access to higher education from the perspective of family ethics: An analysis based on the phenomenon of “college students nest generation” in Gaoshan Village, Huixian county. China Youth Study , (1), 21–28+45.

Smith, C. M. (2020). In the footsteps of siblings: College attendance disparities and the intragenerational transmission of educational advantage. Socius, 6 , 1–14.

Stephens, N. M., Brannon, T. N., Markus, H. R., & Nelson, J. E. (2015). Feeling at home in college: Fortifying school-relevant selves to reduce social class disparities in higher education. Social Issues and Policy Review, 9 (1), 1–24.

Sy, S. R., & Romero, J. (2008). Family responsibilities among Latina college students from immigrant families. Journal of Hispanic Higher Education, 7 (3), 212–227.

Terenzini, P. T., Springer, L., Yaeger, P. M., Pascarella, E. T., & Nora, A. (1996). First-generation college students: Characteristics, experiences, and cognitive development. Research in Higher Education, 37 (1), 1–22.

Tian, J. (2021). Elder sibling going to college lead younger sibling’s access to college: A study on first-generation college students’ intragenerational educational assistance. China Youth Study , (5), 62–70.

Tu, K. G. (2019). On the heart-mind theory in early Confucianism and the construction of today’s responsibility ethics. Studies of Zhouyi , (4), 95–105.

Valenzuela, A. (1999). Gender roles and settlement activities among children and their immigrant families. American Behavioral Scientist, 42 (4), 720–742.

Wang, D. Y. (2015). On modern promotion of traditional family’s moral culture. Journal of Hunan University of Science and Technology (Social Science Edition), 18 (1), 55–59.

Wu, K. M., & Lu, T. Q. (2013). Unequal higher education opportunities in rural and urban China: A comparative analysis. Modern University Education , (1), 22–27+112.

Xiong, H. N. (2017). The hope of low-class people for their children to have a bright future: Content and characteristics of educational expectations of working-class parents. Journal of Research on Education for Ethnic Minorities, 28 (5), 105–112.

Yu, X. L. (2020). Parents’ social background, educational values, and their educational aspirations for children. Journal of Nanjing Normal University (Social Science Edition) , (4), 62–74.

Yuan, L. L., & Luo, C. L. (2021). The spillover effect of the elder sibling going to college on the younger sibling’s access to higher education. Journal of Finance and Economics, 47 (5), 79–93.

Zhang, Q. F. (2014). The strength of sibling ties: Sibling influence on status attainment in a Chinese family. Sociology, 48 (1), 75–91.

Zhang, W. H., & Luan, B. (2018). Compatriot structure, intragenerational cultural capital transfer and educational acquisition. Social Science Front , (9), 230–239.

Zhang, L. Q., & Wu, C. P. (2007). Facing the problem of aging: Rethinking the support modes for elders. Social Sciences of Beijing , (3), 9–14.

Zhang, H. F., Zhao, L., & Guo, F. (2016). A portrait of first-generation college students in China: An analysis based on the China college student survey. Tsinghua Journal of Education, 37 (6), 72–78+94.

Zhang, H. F., Guo, F., & Shi, J. H. (2017). On improving first-generation college students’ participation in high-impact educational practices. Educational Research, 38 (6), 32–43.

Zhou, X. H. (2008). The tradition of filial piety and seniority rules, the intergenerational relationship in traditional Chinese society. Zhejiang Social Sciences , (5), 77–82+127-128.

Download references

This study is supported by the Humanities and Social Sciences Projects of the Ministry of Education (grant no: 23YJC880100), the Hunan Provincial Social Science Foundation Special Project in Education (grant no: 23YBJ12).

Author information

Authors and affiliations.

School of Humanities, Central South University, Changsha, China

Department of Education Management, Faculty of Education, East China Normal University, No. 3663, North Zhongshan Road, Putuo Campus, Shanghai, China

Qiang Zhang

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Qiang Zhang .

Ethics declarations

Conflict of interest.

The authors declare no competing interests.

Additional information

“Double first-class” construction universities refer to those institutions that strive to achieve world-class status for both the university as a whole and specific academic disciplines. This significant strategic decision was made by China following the implementation of the “211 Project” and the “985 Project,” aimed at bolstering the comprehensive strength and international competitiveness of China’s higher education system.

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Tian, J., Zhang, Q. “Elder siblings assist younger ones in going to college”: the moral mission and choice of first-generation college students in rural China. High Educ (2024). https://doi.org/10.1007/s10734-024-01228-8

Download citation

Accepted : 18 April 2024

Published : 08 May 2024

DOI : https://doi.org/10.1007/s10734-024-01228-8

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• First-generation college students
• Educational assistance
• Family responsibility
• Moral emotions
• Cultural capital
• Find a journal
• Publish with us
• Track your research