First Generation College Students

Ch. 7, p. 221, post #2

I grew up with the expectation that I would go to college. I come from a long line of doctors on my dad's side and can remember discussing college and careers as early as kindergarten. I definitely think sometimes I take my position as a member of a privileged class for granted as I often do not think of those who differ from me.

Although I realize the joy and sense of accomplishment that the family of a FGC student would inevitably have for their son or daughter, I had never thought of the 'fine line' that they have to walk as well and how they are a member of a marginalized group both at school and at home.

As far as the organization of college, I think a Frame 3 perspective gives us a crucial insight to how the structure of any college can be detrimental to a student who does not have the privileges or benefits of being a member of the majority. For instance, in order to graduate in just four years, a student has to take 5 or 6 classes (which comes out to 15-18 units, much higher than the 'full time' cut-off). However, taking this many classes takes a lot of time and effort so students with this number of units often do not work. I am fortunate enough to be one of them...
However, if I did not have a father that was supporting me I would be taking only 12 units which then would cost me more in the long run because I would have to pay for a few extra semesters and all of my time would either be spent on school or work without much time for anything else.

In conclusion, I think it is important to, as the book says, be mindful, be proactive, and fill your communication toolbox in order to communicate in ways that "value difference, resist stereotyped assumptions about particular social identities, acknowledge the power of communication, and foster agency."