“My parents never cared much about me going to college.”
Every seasoned academic advisor has heard this from a student at some point during their career. Some college students are raised with the expectation that they would attend college. And some students are raised in a household where pursuing college wasn’t encouraged, or even actively discouraged. Not growing up in a “college going culture” poses unique challenges for a student that counters the culture they were raised in and matriculates to a post-secondary institution anyway.
"College-going culture" refers to the prevailing attitudes, norms, and behaviors within a society or community that prioritize and encourage pursuing higher education. It encompasses a range of factors including societal values, family expectations, educational policies, and economic opportunities that influence individuals' decisions to pursue post-secondary education.
A strong college-going culture typically involves a belief in the importance of higher education, support systems for students to access and succeed in college, and efforts to remove barriers to entry such as financial constraints or lack of information about the college application process.
The statistics regarding the number of students who grow up in households without a college-going culture can vary depending on the region, socioeconomic factors, and other demographic variables. Here are some general trends and statistics from the United States:
According to the National Center for Education Statistics (NCES), approximately one-third of college students in the United States are first-generation college students, meaning neither parent holds a bachelor's degree. The educational attainment of parents is a strong predictor of college attendance for their children. Data from the NCES shows that students with at least one parent who attended college are more likely to enroll in and complete college compared to students whose parents did not attend college.
In rural areas, access to higher education can be limited, and college-going culture may be less prevalent compared to urban or suburban areas. According to the NCES, rural students are less likely to enroll in college immediately after high school compared to their urban and suburban counterparts.
College-going culture can vary significantly by geographic region, with some areas having a stronger emphasis on higher education than others. Factors such as the availability of colleges and universities, economic opportunities, and cultural norms can influence college-going rates in different regions.
These statistics underscore the importance of targeted support and interventions to ensure that all students, regardless of their background, have access to and are successful in higher education.
Supporting students who didn't grow up in a college-going culture requires a multifaceted approach that addresses their unique needs and challenges.
Here are several ways to provide support:
Early Exposure: Introduce students to the concept of college early on, ideally in elementary or middle school. This can include career exploration activities, college campus visits, and interactions with college-educated professionals.
Information and Resources: Provide comprehensive information about college options, financial aid, scholarships, and the application process. This may involve workshops, information sessions, online resources, and one-on-one advising to ensure students understand their options and requirements.
Social and Emotional Support: Recognize and address the social and emotional challenges that may arise from being the first in their family to attend college or from navigating unfamiliar systems. Provide counseling services, peer support groups, and opportunities for students to connect with others who share similar experiences.
Financial Assistance: Help students navigate the financial aspects of attending college, including completing financial aid applications, applying for scholarships, and exploring tuition assistance programs. Connect students with resources for managing college expenses and addressing financial barriers.
College Transition Programs: Develop transition programs or summer bridge programs to help students successfully transition from high school to college. These programs can provide academic preparation, campus orientation, and peer support to ease the transition process.
Follow-up Support: Continue to provide support to students once they enroll in college, including ongoing advising, academic support services, and connections to campus resources. Monitor their progress and offer assistance as needed to ensure their success in college.
These tactics underscore the importance of college success coaching and inquiry-based relational academic advising, as well as high-quality training for college employees. DC Education Group offers certificate programs to train academic advisors, faculty advisors, success coaches, and student affairs leaders on best practices in these areas, prompting more essential engagement and self-disclosures from students, while building resilience, self-awareness, and self-confidence, which are even more important for students who did not grow up in a college-going culture.
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