When Chris was accepted into the Georgetown’s School of Foreign Service, he didn’t think of himself as a first-generation college student. Acknowledging his first-generation identity and how it influenced his path came years later, but the label assigned by his college is only a part of Chris’s individual story.
His parents, both Vietnamese refugees who had not gone to college, raised him in south Florida. Chris, who did not want to use his last name, knew he’d earned a golden admission ticket, but he didn’t know that getting in was only half the struggle. He hadn’t considered how his parents’ lack of higher education might influence his own college studies. “I did homework with my classmates for the first time and I found myself getting defensive about what little knowledge of college I had coming in,” Chris said, describing the anxiety and distress he experienced studying, taking tests, and meeting classmates. “I was playing pretend the moment I had my first meaningful conversation with someone, and I consequently felt lost the next year and a half.”
More schools are focusing on supporting students like Chris. But in their goal to increase access to higher education, schools label young people in ways that isolate rather than include them—particularly where colleges and the support systems they develop for these students automatically equate being first generation with being low income, as many studies suggest.