I started my Bachelor of Arts (Honours) degree 37 years ago this September. (Gosh, that’s a long time ago!) Looking back, I was sooo excited to be a university student… and also terrified. I was the first person in my immediate family to attend university. Now, as a professor, I am committed to helping to create pathways to success for students from equity-deserving groups, those who may be from marginalized or underrepresented groups. Part of this includes academic integrity for these students, who may genuinely have no idea when they start their first year of college what is expected of them.
First-generation college students (also called “first in family” students) are those whose parents did not complete a four-year college degree. These students face unique challenges that some folks in higher education may not fully appreciate. As faculty members, we have both an opportunity and responsibility to create more inclusive and supportive learning environments for these students.
Understanding the Barriers
First-generation students often navigate college without the cultural capital and informal knowledge that their peers may take for granted. They may be unfamiliar with academic norms, unsure about when and how to seek help, or struggling to balance college demands with family obligations and work responsibilities. These students may also experience heightened anxiety about whether they belong in academic spaces.
The principles I have advocated for in academic integrity work apply directly here. Existing systems in higher education can create barriers for students who don’t arrive with certain forms of privilege. As I have argued elsewhere, there can be no integrity without equity (Eaton, 2022). When we fail to address systemic barriers, we perpetuate conditions that disadvantage particular student groups.
Practical Strategies for Faculty
These strategies may work for many different student, not just first gen ones, but I would argue that we can be especially attentive to first generation students by taking the following into account:
Make the Implicit Explicit
Academic culture is filled with unspoken rules and expectations. What seems obvious to those of us who have spent years in higher education may be completely foreign to first-generation students. As I have learned from my work on equity and academic integrity, “if the system is invisible to you, that is because it was created for you” (Eaton, 2022, p. 6).
Provide detailed rubrics and examples of successful work: Create comprehensive rubrics that clearly articulate expectations for each level of performance. Include examples of student work that demonstrate different quality levels, with annotations explaining what makes each example effective or ineffective. Consider providing both excellent examples and common mistakes to help students understand the full range of expectations.
Explain the purpose behind assignments, not just the requirements: Help students understand the learning objectives and real-world applications of their coursework. For instance, explain how a research paper develops critical thinking skills, information literacy, and written communication abilities that transfer to professional contexts. This contextual understanding helps students engage more meaningfully with their learning.
Use plain language in syllabi and course materials: Avoid unnecessary jargon and academic terminology that may be unfamiliar to first-generation students. When discipline-specific terms are essential, define them clearly. Review your syllabus annually to identify language that might be confusing or intimidating to newcomers to higher education.
Clarify expectations for participation, email communication, and office hour visits: Explicitly teach students how to write professional emails, including appropriate subject lines, greetings, and tone. Explain what constitutes meaningful class participation beyond simply speaking up. Describe what happens during office hours and provide specific examples of productive topics for discussion.
Build Genuine Relationships
Connection matters. First-generation students benefit tremendously from feeling that faculty care about them as individuals. This mirrors what we know from academic integrity research: students are less likely to engage in misconduct when they believe their instructors care about them (Eaton, 2022).
Learn students’ names and use them regularly: Make a conscious effort to learn and use student names from the first week of class. Consider using name tents, seating charts, or other strategies to help with this process. Using names creates a sense of belonging and demonstrates that you see students as individuals rather than anonymous faces in a crowd.
Share your own educational journey when appropriate: If you were a first-generation student yourself, consider sharing relevant aspects of your experience. Even if you weren’t, you can share challenges you faced and how you overcame them. This vulnerability helps normalize struggle and shows students that difficulty doesn’t indicate inadequacy.
Create opportunities for peer interaction and collaboration: Design activities that help students connect with one another, such as think-pair-share exercises, small group discussions, or collaborative projects. These connections can provide crucial academic and social support throughout their college experience.
Be approachable and normalize help-seeking behavior: Explicitly tell students that asking questions is a sign of engagement, not weakness. Share examples of productive questions from past students. Make yourself available through multiple channels and respond to student inquiries promptly and warmly.
Schedule regular check-ins, particularly with students who seem to be struggling: Proactively reach out to students who have missed classes, submitted late work, or seem disengaged. A simple email expressing concern and offering support can make a significant difference. Consider mid-semester individual conferences with all students to discuss their progress and address any concerns.
Address Financial and Time Pressures
Many first-generation students work multiple jobs or have family caregiving responsibilities. Our course design should acknowledge these realities without compromising academic rigor. In some research that I did with a graduate student on mental wellbeing and academic integrity, we found that students experiencing stress may be more vulnerable to academic misconduct (Eaton & Turner, 2020), making supportive course design even more crucial.
Avoid requiring expensive textbooks when alternatives exist: Explore open educational resources (OERs), library reserves, or older editions of textbooks. If expensive materials are necessary, provide information about rental options, used book sources, or financial aid resources that might help students afford them.
Consider the timing of assignment due dates and major exams: Avoid scheduling major assignments during times when students are likely to face additional stressors, such as midterms week or right before holidays when many students increase their work hours. Provide advance notice of all major assignments and deadlines.
Offer multiple pathways to demonstrate learning: Design assessments that allow students to showcase their knowledge in different ways. This might include options for oral presentations instead of written papers, creative projects alongside traditional exams, or multiple smaller assignments rather than a few high-stakes evaluations.
Build flexibility into attendance policies when appropriate: While maintaining reasonable expectations, consider policies that account for the realities of students who may face transportation issues, work conflicts, or family emergencies. Provide clear guidelines about how to communicate absences and make up missed work.
Connect students with campus resources for emergency financial assistance: Learn about your institution’s emergency funding programs and don’t hesitate to refer students who are struggling financially. Many students are unaware these resources exist or feel uncomfortable accessing them without encouragement from faculty.
Provide Proactive Academic Support
Don’t wait for students to ask for help. The cultural norm of self-advocacy may not be familiar to first-generation students, and they may interpret struggling as evidence that they don’t belong. As research on academic integrity and mental health during COVID-19 has shown, students may experience significant anxiety about academic expectations and performance (Eaton & Turner, 2020).
Introduce campus support services early and repeatedly: Don’t just mention writing support and student success workshops once in your syllabus. Regularly remind students about these resources and explain specifically how they can help with course assignments. Consider inviting representatives from student services to visit your class.
Provide feedback throughout the semester, not just at the end: Offer low-stakes opportunities for students to receive feedback on their work before major assignments are due. This might include draft submissions, peer review sessions, or brief conferences about work in progress.
Connect students with tutoring, writing centers, and peer support programs: Make specific referrals rather than general suggestions. For example, “Based on your draft, I think working with the writing center on thesis development would be helpful. Here’s how to make an appointment, and I recommend mentioning that you’re working on argument structure.”
Offer study strategies and time management guidance: Many first-generation students have never been taught effective study techniques. Provide concrete strategies for reading academic texts, taking notes, preparing for exams, and managing large projects over time.
Explain how to read and interpret feedback on assignments: Students may not understand how to use your comments to improve their work. Consider providing examples of how to revise based on feedback or scheduling brief meetings to discuss your comments on major assignments.
Challenge Deficit Thinking
Resist viewing first-generation students through a deficit lens. Instead, recognize the strengths, resilience, and diverse perspectives they bring to your classroom. This aligns with advocacy for decolonizing academic practices and embracing multiple ways of knowing (Eaton, 2022).
Value different forms of knowledge and experience: Acknowledge that students bring valuable perspectives from their work, family, and community experiences. Create opportunities for students to connect course content to their lived experiences and cultural backgrounds.
Incorporate diverse voices and perspectives in your curriculum: Include authors, researchers, and case studies that reflect diverse backgrounds and experiences. This helps all students see themselves reflected in the curriculum while exposing everyone to broader perspectives.
Create assignments that allow students to draw on their backgrounds: Design projects that invite students to explore topics relevant to their communities or to apply course concepts to contexts they know well. This validates their experiences while helping them see the relevance of academic content.
Resist conflating struggle with inability: Normalize the learning process and help students understand that confusion and difficulty are natural parts of intellectual growth. Share examples of how struggle leads to deeper understanding.
Advocate for institutional changes that support student success: Use your voice in departmental and institutional committees to push for policies and practices that better serve first-generation students. This might include advocating for more flexible scheduling, expanded financial aid, or improved support services.
Practice Cultural Humility
Acknowledge that our own educational experiences may differ significantly from those of our students. Be willing to learn about their perspectives and challenges.
Ask students about their needs rather than making assumptions: Use anonymous surveys or informal check-ins to understand what your students are experiencing. Their insights can help you adjust your teaching to better meet their needs.
Be open to feedback about your teaching practices: Create opportunities for students to provide honest feedback about what’s working and what isn’t. Consider mid-semester evaluations or regular pulse checks to gauge student understanding and engagement.
Recognize the limits of your own knowledge and experience: Be honest about what you don’t know about first-generation student experiences and commit to learning more. Attend professional development sessions, read relevant research, and seek out colleagues who have expertise in this area.
Collaborate with student affairs professionals who specialize in first-generation student support: Build relationships with staff in student success centers, counseling services, and first-generation student programs. They can provide valuable insights and serve as resources for your students.
Beyond Individual Action
Individual faculty efforts are essential, but systemic change is equally important. As I have argued in my work on equity in academic integrity, we must advocate for institutional transformation and systemic change (Eaton, 2022).
Within your department and institution, push for professional development focused on supporting first-generation students, policies that address food insecurity and housing instability, expanded financial aid and emergency funding programs, mentoring programs connecting students with faculty, staff, and successful peers, and recognition systems that value inclusive teaching practices.
The Mental Health Connection
There are connections between academic stress and mental health concerns (Eaton & Turner, 2020). For first-generation students, this stress may be compounded by family pressures, financial worries, and feelings of not belonging. Our rapid review of literature during COVID-19 found that students experienced “amplification of students’ anxiety and stress during the pandemic, especially for matters relating to academic integrity” (Eaton & Turner, 2020, p. 37).
Faculty should be attentive to signs of student distress and prepared to connect students with appropriate campus resources. Creating supportive classroom environments can help mitigate some of these stressors. When students feel valued and supported, they are more likely to seek help when needed rather than struggling in isolation.
A Personal Commitment
Supporting first-generation students requires ongoing commitment to equity and inclusion. It means examining our own practices and assumptions, being willing to change course when needed, and advocating for students both inside and outside our classrooms.
The work of creating equitable educational environments is never finished. As I have written elsewhere, “A commitment to allyship is a life’s work, demonstrated throughout our daily ethical practice as educators, leaders, researchers, and human beings” (Eaton, 2022, p. 6). When we commit to supporting first-generation students, we strengthen our entire academic community and move closer to the ideals of fairness and inclusion that should guide higher education.
As educators, we have the power to significantly impact student success. The question is how we use that power to dismantle existing barriers or to create pathways for all students to thrive.
References
Eaton, S. E. (2022). New priorities for academic integrity: equity, diversity, inclusion, decolonization and Indigenization. International Journal for Educational Integrity, 18(10), 1-12. https://doi.org/10.1007/s40979-022-00105-0
Eaton, S. E., & Turner, K. L. (2020). Exploring academic integrity and mental health during COVID-19: Rapid review. Journal of Contemporary Education Theory & Research, 4(1), 35-41. http://doi.org/10.5281/zenodo.4256825
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Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.
Posted by Sarah Elaine Eaton, Ph.D. 
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