The book dives into the experiences of first-generation university students who participated in a program designed to support their entrance into university. It focuses on the stories of racialized and immigrant students and how factors like race, gender, sexuality, and social class shape their views on community, education, and opportunities.   

 What I find is most unique about the book is that it provides a close look at the journeys of these students over a span of 20 years. It also looks at the significance of their family dynamics, community connections, K-12 schooling experiences, expectations and aspirations, university life, and what happens after the support program ends. 

 Their stories expose contradictions in the notion of an equitable and meritocratic education system. 

The term ‘first-generation student’ typically refers to individuals who are the first in their family to attend postsecondary institutions. However, this category is not homogenous – these students come from diverse backgrounds and face various challenges and successes. While the categorization may be useful for administrators and university leaders, it is essential to recognize that students have diverse racial, ethnic, gendered, and classed identities, as well as varied high school experiences. Their self-perception may not always align with the categorization imposed upon them. 

By exploring participants’ life and schooling trajectories, we have discovered that individuals at different educational levels (K-12 and postsecondary) find the book valuable for understanding student needs, experiences, and motivations. The book provides insights into the aspirations, contradictions, obstacles, and possibilities experienced by first-generation students, emphasizing the importance of trust, community, and meaningful conversations. It also highlights the necessity for structural and systemic changes. 

For example, in the book, one of the participants, Kofi, expressed his motivation to pursue  a degree, stating that  “Education will get you to the station.” However, further discussions with his peers  revealed that the ‘cost’ of the ticket – of achieving that education – can vary based on sociocultural factors. We know from research that immigrants and racialized students often feel the pressure to prove themselves to teachers, guidance counsellors, and their peers in high school, which can impact their mindset in university. Nevertheless, these students also possess a strong determination to succeed academically and challenge the stereotypes that have been placed on them. Many students attempt to go above and beyond to demonstrate that individuals from their communities, just like themselves, are capable of handling the demands of university education.  

Key questions we ask include: how are we effectively supporting students to succeed throughout their entire university journey, from considering postsecondary, preparing for and transitioning into their programs to ultimately completing them? Do our policies, programming and practices (many of which claim to support diverse groups of students) really address their diverse needs and interests? Do our efforts take into account factors such as community, identity, mentorship and more? 

We need to understand that access is about more than just ‘getting in’ to university. Access to higher education extends beyond financial support and affordability alone. While these factors are important, they do not exclusively determine student access. Students are driven by various motivations to pursue higher education and it is crucial to ensure they have “epistemological access” – access to different forms of knowledge that are essential for navigating university successfully. This involves challenging the perception of students as mere consumers seeking employment. As educators and administrators, we can foster positive social relationships to cultivate a sense of belonging, design curricula that are relevant and reflective of students’ backgrounds and interests, and actively support their engagement in all aspects of university life.  

Expand our view of success in higher education. Success in higher education is not solely determined by obtaining a degree or achieving high grades. We need to acknowledge that students have diverse motivations and goals, and success holds different meanings for each individual. Some students, aware that credentials alone do not guarantee employment, prioritize building networks for future opportunities, while others seek to advance their family’s interests or advocate for their communities. Exploring and understanding racial, gender, and other identities can contribute to their journey of success. It is essential for educators to recognize that fulfillment and accomplishment can be found outside traditional definitions of success. Let’s support and encourage diverse pathways and outcomes for students throughout their university journey.  

Learn where our students are coming from. Students’ experiences, needs, interests, expectations, and aspirations are all shaped by their communities. If we want to build strong relationships with our students, it is important to have a solid understanding of their communities, particularly the cultural factors that shape their perspectives of the world.   

It’s an excellent question. Our research highlights the diverse strengths that drive students in their educational journeys, challenging the notion that cultural capital alone determines success within the institution. Students draw upon familial capital, a sense of resistance, and varied motivations that empower them with agency.  What this tells us is that we need to rethink and restructure the traditional university, which has not adapted sufficiently to changes in the student population. The institution must create space for diverse experiences, interests, strengths, and perspectives that students bring.  

 For example, social capital and the role of networks and community provide opportunities and motivate students to pursue degrees, driven by a desire to give back to their supportive communities. Additionally, children of immigrants exhibit higher rates of pursuing higher education due to the importance their parents place on education, despite lower levels of formal education among the parents themselves. Some students view university education as a means to resist inequities present in their communities, such as racial or socioeconomic disparities.  Unfortunately, these strengths and motivations often go unrecognized by the university in terms of how support is envisioned and implemented. 

Validate and support student identities. When students feel that their identities and experiences are acknowledged and respected within the university, it positively impacts their academic performance and overall university experience. This involves recognizing that students may face conflict between their home/community values and the knowledge and growth they are acquiring at school. Universities can create supportive spaces for students to explore and express their identities, particularly in relation to race, ethnicity, gender, and sexuality. This can be achieved through student organizations, cultural centers, and tailored programming. Additionally, providing language and tools  to effectively communicate their experiences and learning to their families and communities can be beneficial in some cases. 

Focus on institutional change. Direct attention toward institutional change instead of placing the burden solely on students to adapt. Address the constraints imposed by the university by examining and modifying current practices, programs, and policies to enhance student support. This is crucial because many individuals may not be aware of available support, may not realize they need it, or may hesitate to seek support due to concerns about being perceived as vulnerable or reliant on assistance. 

Revise course curricula, pedagogical practices, and course guidelines. Our teaching practice and materials should cater to diverse needs and experiences. Additionally, it is important to recognize that students may not all begin at the same starting point . Clear communication of  course expectations, including office hours, preferred communication channels, and availability for support is essential to foster a supportive learning environment where students feel at ease seeking help and guidance.  

Challenge myths and stereotypes. Dispel myths and stereotypes that undermine the capabilities of first-generation and other marginalized students. Take a proactive approach to shift perspectives by acknowledging the limitations of the university system rather than attributing shortcomings solely to the students themselves.  Avoid framing students as deficient or solely reliant on support programs. Instead, recognize student agency and accomplishments, providing opportunities for them to express pride in their first-generation status. 

Incorporate cohort-based approaches and establish support networks. Building personal connections and networks played a pivotal role in the experiences of participants in our study, often resulting in lifelong connections.  Facilitating connections between students, faculty, staff, and peers can assist in navigating challenges, accessing resources, and providing ongoing support throughout the university journey. 

Early interventions. Implement early interventions that provide guidance and information about the postsecondary experience, particularly for first-generation students. By demystifying the university journey and offering clear information, we empower students who may lack prior knowledge to develop a better understanding of what to expect and to navigate the university environment more effectively.