First-Gen Mentor Matching: Promoting Success of First-Gen College Students

Ballin, A., Gao, L., Diamond, M. R., & Costello, M. (2025). First Gen Mentoring First Gen: How First-Gen Faculty and Staff Promote First-Gen Success. Journal of College Student Retention: Research, Theory & Practice, 0(0), 1–22.

Introduction

First-Generation Students (FGS), defined as students whose parents did not complete any college, often face significant challenges in higher education. Ballin and colleagues (2025) challenge the notion of education as an equalizer, pointing out that the cultural environment of colleges and universities is often geared towards Continuing Generation Students (CGS), creating barriers for FGS. 

To address these challenges, the authors examine the impact of a mentoring program that paired FGS with FGS faculty and staff mentors, a novel approach designed to foster a sense of belonging and provide support.  

Methods

The study took place at a private, woman-centered liberal arts university in the northeastern United States. Participants included undergraduate students (sophomores, juniors, and seniors) who completed the survey and FGS students and faculty/staff who participated in the mentoring program. The mentoring program paired FGS students with FGS faculty and staff mentors who provided guidance and support.  

Quantitative data was collected through surveys over three years (2017-2019) to compare the experiences of FGS and CGS. Qualitative data was gathered through focus groups and interviews with FGS students and faculty and staff mentors to explore the impact of the mentoring program.  

Results

The findings revealed significant differences in the experiences of First Generation and Continuing Generation students. Five key themes emerged as obstacles for FGS: differences in time devoted to school, financial constraints, familial responsibilities affecting schooling, unequal perceptions of academic preparation, and emotional and social isolation and sense of belonging. FGS reported having less time for school due to job and family responsibilities, greater financial concerns, and more significant family stressors. They also perceived themselves as less academically prepared and reported feeling more isolated and less of a sense of belonging than their CGS peers.  

The mentoring program was found to be beneficial in mitigating some of these challenges. Mentors provided support and guidance, helping FGS navigate the college environment, manage financial stressors, and balance family responsibilities. The shared experiences between FGS mentors and mentees fostered a sense of belonging and validation, addressing the emotional and social isolation often experienced by FGS.  

Discussion

The authors concluded that FGS face unique challenges that require targeted support from institutions. They emphasized the importance of addressing not only academic and financial needs but also the emotional and social well-being of FGS to foster a sense of belonging and promote student success.  

The study also highlighted the effectiveness of a mentoring program that paired FGS students with FGS faculty and staff. These mentors, having shared similar experiences, provided invaluable support, guidance, and validation, helping FGS navigate the challenges of college life and develop a sense of belonging.  

Implications for Mentoring Programs

The study emphasizes the value of pairing FGS students with mentors who share similar backgrounds and experiences. These mentors can provide unique insights, empathy, and practical advice that can be particularly beneficial for FGS navigating the complexities of higher education.  

Mentoring programs should also address the holistic needs of FGS, including academic, financial, social, and emotional support. Mentors can play a crucial role in helping FGS access resources, develop coping strategies, and build a sense of belonging on campus. 

Furthermore, institutions should recognize and support the time constraints and family responsibilities that FGS may have, ensuring that mentoring programs are flexible and accessible.

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