Bridging First-Generation Student Needs Through Academic, Social, and Financial Alignment

Kim, A.-S., & Park, S. (2025). Bridging the gaps: Supporting first-generation college students’ multifaceted needs. International Journal of Educational Reform, 1–21. https://doi.org/10.1177/10567879251355569

Introduction

First-generation college students (FGCSs) face enduring disadvantages in higher education, marked by lower academic performance, social capital, and access to institutional support. Kim and Park (2025) explore these disparities using McClelland’s Needs Theory to frame FGCSs’ motivation and success through three domains: achievement, power, and affiliation. Recognizing that FGCSs are not a monolithic group, the study differentiates between FGCSs with no college-attending siblings (FGCSs-F) and those with older college-experienced siblings (FGCSs-OS), allowing for a more nuanced understanding of their unique needs.

Methods

This qualitative study draws on open-ended survey responses from 93 undergraduates at a Midwestern public university, extracted from a larger sample of 357 students. Respondents consisted of 20% racial/ethnic minorities, 25% as first-generation students with no college-attending siblings (FGCSs-F), and 29% as nontraditional adult students aged 24 or older; most were unmarried (88%), worked over 20 hours per week (65%), and 15% reported grades of B− or lower. Students answered prompts about the academic, social, and financial supports that would improve their college experience. Using conventional content analysis, the authors identified themes across student subgroups. They also used ChatGPT-4 to assist in theme validation and enhance consistency.

Results

Across domains, FGCSs-F expressed the greatest challenges. In academics, they prioritized access to reliable, available advisors and reported feeling discouraged by faculty disengagement. In social life, they struggled with campus integration and called for inclusive, identity-aware peer groups. Financially, they voiced concerns about long-term debt, unmet need, and a confusing aid process. The authors also suggest how limited awareness of campus resources led to underutilization, a theme echoed across all groups. Interestingly, FGCSs-OS emphasized peer and faculty mentorship, while continuing-generation students (CGCSs) focused more on merit-based resources and structured advising.

Discussion

The findings confirm that unmet needs in one domain (academic, social, or financial) cascade into others, compounding FGCSs’ barriers. FGCSs-F in particular reported feeling “isolated” and less equipped to advocate for themselves. Faculty mentoring, flexible class schedules, and culturally responsive advising were recommended to address these vulnerabilities. Notably, the study calls out the overlooked challenges of nontraditional students (e.g., working adults), urging institutions to develop more inclusive support systems.

Implications for Mentoring Programs

Mentoring is a key lever to support FGCSs, especially FGCSs-F. Effective programs should aim to link students with peer, faculty, and alumni mentors who share similar backgrounds or experiences. For nontraditional FGCSs, mentors should address time constraints and provide remote or flexible engagement. Financial literacy mentoring is especially vital; mentors can help students navigate aid, debt, and budgeting. AI-based mentoring tools, such as those embedded in academic platforms, can also scale support by providing personalized nudges, deadline alerts, and resource recommendations.

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