At the University of South Carolina, we define a first-generation student (FGS) as an individual whose parents did not complete a bachelor's degree. In Fall 2025, first-generation students comprised 20% of USC’s student population. First-generation students are a wonderful and appreciated part of our campus community. The university is honored to be named a FirstGen Forward Network Champion Institution for demonstrating national leadership in advancing first-generation efforts and contributing to a substantial knowledge base on evidence-based practices, leadership engagement, and scaling supports.  

This resource was developed to equip faculty with strategies to support first-generation students as they leverage their resilience, experiences, and potential to thrive academically and personally while pursuing their educational goals. 

General Characteristics

Below are some general characteristics of first-generation college students.

• Not a monolithic group, but have some shared experiences, traits, and patterns of behavior
• Likely to attend college close to home
• May work full-time
• May serve as cultural brokers or translators at home
• May come from a range of socioeconomic backgrounds, including low-income households
• May feel separated from family and friends at home as a result of upward mobility, which can cause loneliness, isolation or alienation
• May experience imposter syndrome or feelings of inadequacy
• Often seen as the “Golden Child” to family and the community
• May prioritize majors with clear career pathways or strong employment prospects

Supporting First-Generation Student Success

First-generation students bring resilience, determination, and valuable life experiences to the university community. As they navigate the college experience, faculty can play an important role in supporting students as they:

• Build confidence and strengthen their sense of belonging
• Navigate financial responsibilities while pursuing academic goals
• Develop resilience and well-being while managing the demands of college
• Build support networks on and beyond campus
• Foster meaningful connections and engage with the campus community
• Develop strategies to balance academic, personal, work, and social commitments

Student Attrition

Many obstacles that FGS students face contribute to student attrition. Student retention is an important metric of student success. Inadequate student support is one of the general factors of attrition. Student attrition is also related to academic boredom, anxiety, lack of academic preparation, social isolation, finances, self-doubt, struggling to navigate higher education terminology used in guides, websites, and course material, and lack of connections on campus. Educators can take steps to foster an inclusive learning environment for FGS and help retain all students. 

Effective Strategies

1. Recognize obstacles that first-generation students may face and allow flexibility as appropriate. Encourage and utilize strengths that students bring to the classroom, including personal and cultural attributes.
2. Create clear, simple and measurable course learning outcomes. Create measurable weekly learning objectives. Connect course activities and assessments to outcomes and objectives.
3. Learn the names of students in your course and use names when addressing students. Try to get to know everyone in the course so that each person in your course feels valued. Ask students to share if they are a first-generation student during the first day of class. Use note cards or the discussion board in Blackboard to gather information about students.
4. If you are first-generation student graduate, share that with your students early in your course. Consider sharing your experiences with class.
5. Highlight scholars and professionals from a broad range of backgrounds and lived experiences in the field that you are teaching. Consider inviting colleagues from the University, and/or country or world as a guest lecture to your course. Incorporate first-generation experiences in your course. Include instructional materials by first-generation authors in your curriculum.
6. Clarify expectations by communicating high expectations, using grading rubrics and providing students with example work. Provide clear and explicit purpose, instructions, and grading criteria for assessments and activities. Share important course information multiple times and in a variety of ways. Explain acronyms and abbreviations.
7. Reach out to students who are struggling. Encourage students to seek help.  Share with students the FGS resources on campus. Include helpful support services in your syllabus, including Library Services, Student Technology Resources, the Writing Center, Student Disability Resource Center, Student Success Center and the Career Center. Connect students with campus activities and groups.
8. Utilize a variety of instructional strategies. Incorporate multiple ways for students to demonstrate knowledge in your course. Create authentic assessments.
9. Provide students with information about university resources for academic success. Suggest study strategies that may be helpful for this discipline. Engage in discussions that help students learn about learning.
10. Create a supportive class climate by ensuring that your course is a safe space where students can make mistakes, learn from mistakes and contribute openly to class discussions. Consider allowing multiple attempts on assignments.  Model classroom discussions. FGS bring a different perspective to class discussions. The diversity of experiences and ideas of FGS can strengthen discussions.
11. Have flexible office hours and clearly define what office hours are. Some students think “office hours” are office time for faculty, during which they are not to be disturbed by students. Consider the work schedules of students. Some students may not be able to attend in-person office hours. Consider a virtual office hour option. If possible, arrive to class early or leave class late to talk to students.

Additional Resources

• Cal State LA. First-Generation Students Checklist
• Inside Higher Education. Teaching First-Generation Latinx Students
• Northern Ilinois University. Supporting first-generation students: Teaching practices that make a difference - Center for Innovative Teaching and Learning