The Faculty Factor: Institutional Agents Propel First-Gen Student Success

McCallen, L. S., & Johnson, H. L. (2019). The role of institutional agents in promoting higher education success among first-generation college students at a public urban university. Journal of Diversity in Higher Education, 13(4), 320–332.

Introduction

McCallen and Johnson (2019) explore how institutional agents, particularly faculty, affect the success of first-generation college students (FGCS) enrolled at a large public urban university. The study is grounded in the frameworks of social capital and educational resilience, allowing the authors to investigate not only the individual experiences of FGCS, but also the structural and institutional factors that either hinder or support their educational journeys.

Methods

The study gathered survey data from 43 first-generation students and conducted in-depth interviews with 10 participants at three campuses within the City University of New York (CUNY) system. Survey instruments included adapted scales from the National Survey of Student Engagement and open-ended questions about sources of support. Interview protocols explored barriers to success and the impact of various relationships on students’ educational progress.

Results

Authors found that greater frequency and quality of faculty interactions were strongly associated with higher GPAs and more positive college experiences. Specifically, students who discussed academic performance or career goals with faculty reported significantly better outcomes. A critical finding was the significant correlation between the number of supportive social capital sources and GPA, indicating that success is relationally and contextually driven.

Qualitative findings echoed this, revealing that institutional agents, especially faculty, were central to student success. Students recounted how professors provided high academic expectations, offered emotional validation, mentored them toward career goals, and made themselves accessible beyond the classroom. While peers and family also contributed aspirational and emotional capital, they were less frequently cited as instrumental to academic success.

Discussion

This study contextualizes these findings within structural challenges. Many FGCS do not have regular access to full-time faculty due to high reliance on adjunct labor within public institutions like CUNY. Moreover, the racial and cultural mismatch between students and faculty can limit the relational depth needed for mentorship. These limitations highlight systemic barriers that must be addressed if institutions aim to equitably support FGCS.

This study affirms that faculty are not just content deliverers but institutional agents capable of transforming student trajectories—especially for those without inherited academic privilege. The findings stress the need to invest in faculty diversity, support structures, and policies that prioritize teaching and mentorship at broad-access institutions.

Implications for Mentoring Programs
Mentoring programs working with first-generation college students should take a proactive role in connecting mentees with faculty and other institutional agents. Program design should focus on building students’ navigational capital—educating them about the value of office hours, how to seek academic help, and the importance of building relationships with professors. Additionally, mentors should encourage mentees to identify and cultivate multiple sources of support to strengthen their social capital. Programs may also advocate institutionally for better faculty availability, diversity, and teaching support to ensure that students can access the mentorship they need.

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