The Challenges of First Generation Students | Academic Affairs with educational experts Arnoud Oude Groote Beverborg and Petrie van der Zanden

Context and diversity

Cees Leijenhorst opened the meeting by asking Petrie van der Zanden to clarify which group was being discussed. Van der Zanden explained that it concerned students whose parents had not attended university. This turned out to be a large group: approximately 40% of the students. Research shows that these students often had more difficulty connecting with their fellow students and understanding the often implicit rules of the university. At the same time, the results of Dutch research were mixed, and Van der Zanden emphasized that this was a very heterogeneous group.

This observation formed the starting point for the discussion: how should a university deal with a group that was not only large but also very diverse in terms of experiences and needs?

The concept of first generation

Leijenhorst then turned to Arnoud Oude Groote Beverborg with the question of whether ‘first generation’ was not primarily a new label in a world in which students were already confronted with so many labels. Oude Groote Beverborg acknowledged that the concept was a construct, but defended its usefulness in research and policy. At the same time, he argued that a term such as ‘underserved students’ could be more inclusive, because it shifted the focus to what the university had to offer, rather than focusing on the student's perceived shortcomings. In his view, the label did identify a statistically recognizable group, but did not automatically provide insight into the underlying causes of the difficulties experienced by students.

Van der Zanden added that universities are becoming increasingly aware of the diversity within this group. In her view, it remained essential to make expectations more explicit, because it was precisely unfamiliarity with academic customs that could hinder students. However, she believes this applies to all students, not exclusively to first-generation students. Explicit communication therefore benefited everyone.

The question arose as to whether the emphasis on adapting to existing rules was not too conservative an approach. Van der Zanden acknowledged that the perspective needed to shift: not only did students have to adapt to the university, but the university also had to be open to what students themselves brought with them. First-generation students could therefore bring about change within the academic community. Oude Groote Beverborg added that inclusion only becomes meaningful when there is something visible to learn from each other's different knowledge and perspectives. Without that opportunity, inclusion remains merely tolerance.

Experiences and risks

Leijenhorst shared his own experience as a first-generation student and emphasized that he used to want to distance himself from his background. At the time, the label had pigeonholed him rather than helped him. Van der Zanden recognized this risk. For some students, the concept offered recognition, while for others it placed an unwanted emphasis on their background. This immediately entailed a risk of stereotyping. Oude Groote Beverborg confirmed this: some felt helped, while others felt reduced to a category.

The conversation shifted to support programs. Oude Groote Beverborg felt that “start strong” programs sometimes implicitly assumed that these students were socially or academically deficient, even though they all had a pre-university diploma. Van der Zanden explained that the programs at Radboud University were offered broadly to all first-year students, so that students who were unfamiliar with the university could also find accessible support. This allowed the intended students to be reached without visibly singling them out.

Towards inclusive educational practices

Leijenhorst questioned whether universities were accommodating students too much. What happens if independence is not encouraged enough? Van der Zanden responded that universities have a responsibility: students are qualified to start and must be enabled to get the most out of their studies. Oude Groote Beverborg argued for a different focus: not just programs for students, but above all the integration of inclusion into everyday education. Currently, the emphasis is too much on research, which leaves teachers with little opportunity to reflect together on teaching methods and inclusion. Individual efforts are not enough; “a professional educational community” must be created.

Examples of this already exist, such as at the Faculty of Arts, where fewer teaching weeks allow room for team discussions about teaching methods. Van der Zanden argued that students also benefit from moments of reflection on their place in the academic environment. Both students and teachers must be given time to learn, develop, and work together to make education more inclusive.

Announcement

When you go to university, does it matter if your parents also went there or not? Universities throughout the Netherlands are paying more attention to the large group of first-generation students on their campuses. The idea is that, when you are the first in your family to go to university, you face more obstacles than other students. But what are these obstacles? What does it mean to be a first-generation student? And why is this getting more and more attention now? Come and listen to educational experts Arnoud Oude Groote Beverborg and Petrie van der Zanden and ask your own questions.

Finding connection

Some studies indicate that first-generation students feel less at home at university. They are said to more often lack support from home and encounter social and financial challenges. They are also more likely to drop out of their study programs. A lack of prior knowledge and social and cultural capital is thought to contribute to these difficulties. Therefore, an increasing number of universities organize activities specifically aimed at first-generation students. 

Is this a necessary service that universities should have offered a long time ago? Or is it a way to belittle students whose parents aren’t university-educated? Is the category of ‘first-generation student’ too broad? Do the differences between these groups of students make a difference?

During this lunch program, Arnoud Oude Groote Beverborg and Petrie van der Zanden will engage in conversation, moderated by program maker Pam Tönissen. 

Come along, bring your sandwiches, and ask your own questions!

About the speakers 

Arnoud Oude Groote Beverborg is a teacher of orthopedagogics at Radboud University. His research focusses on diversity, equity and inclusion in education. He is also part of a project aimed at investigating how the inclusion of first-generation students can be improved at Radboud University.

Petrie van der Zanden is a teacher of orthopedagogics at Radboud University. Her research addresses the question how (transitions between) educational and environmental contexts affect students’ well-being and learning, and how this differs for students with and without vulnerable home environments.