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During First Gen Week at the University of Denver, we asked students a simple question: "What does first-gen mean to you?" The responses, captured on colorful Post-it notes, were as diverse and inspiring as the students themselves. Words like "resilience," "pride," "trailblazer," and "hope" filled the board, each note illustrating a unique journey and a shared sense of determination.
One note stood out to me: First-gen means “breaking barriers and building a legacy." This sentiment captures the spirit of our first-generation students, who navigate the challenges of higher education with strength and courage. It is this spirit that drives our work at FIRST@DU, where we are dedicated to supporting and celebrating first-generation college students. Central to our mission is fostering a strong sense of belonging, ensuring that every student feels safe, welcomed, and valued on campus.
But how can we contribute to a sense of belonging when each student experience is unique? This is a challenge we embrace at the University of Denver and we have taken a proactive approach to defining and examining the sense of belonging among our first-generation college students. We hope our learnings can serve as a template for others interested in doing the same.
First-generation college initiatives at the University of Denver are largely funded by grants and gifts. As such, we must have clear assessment measures in place to show our program's success. Knowing that a strong sense of belonging significantly affects the academic and social experiences of first-generation students, it was essential that we adequately understood whether students at the University felt like they belonged.
To evaluate the sense of belonging among first-generation college students, we began with an extensive literature review to identify when and where this theme has been examined. The review led us to define a sense of belonging as students feeling safe, welcomed, cared for, respected, and valued by peers, faculty, and staff.
Next, we explored various assessment methods. Initially, we considered a student satisfaction approach but found it too limited. We considered using an existing scale but were concerned about survey fatigue and the difficulty of comparing first-generation students with their continuing-generation peers. As such, we developed an assessment plan using surveys already being administered at DU. We found specific questions that aligned with our definition, focusing on feelings of safety, welcome, care, value, and respect. By aggregating this data, we can compare the responses of first-generation students with those of their continuing-generation peers.
Words like "resilience," "pride," and "hope" illustrate the unwavering spirit and determination of our students.
This innovative approach can be replicated at other institutions. Many universities use standard instruments like the NSSE and the Thriving Quotient to assess student success, satisfaction, and well-being. While these instruments may not explicitly address belonging, they include questions that touch on its various aspects. By using these existing tools, institutions can gain valuable insights into their students' sense of belonging.
Reflecting on the journey of our first-generation students, I am reminded of the powerful messages shared during First Gen Week. Words like "resilience," "pride," and "hope" illustrate the unwavering spirit and determination of our students. They also emphasize the crucial need to create an environment where every student feels acknowledged, respected, and valued. At FIRST@DU, we are committed to creating an environment where every student can thrive. Our work is far from over, but each step we take brings us closer to a campus where first-generation students feel a profound sense of belonging.
Looking ahead, we are excited about the future of our program and research agenda. Our upcoming scoping review, which we hope to publish in 2025, will offer valuable insights into the experiences of first-generation students. This will be followed by a comprehensive research project examining the physical spaces on college campuses where students feel they most belong. These efforts will enhance our understanding and inform our practices, ensuring that we continue to meet our students' needs.
Acknowledgment: I want to extend my heartfelt appreciation for the FIRST@DU team and the remarkable students we have the privilege to serve. Special thanks to PhD student Kaitlyn Daniel and our Director of Assessment, Melanie Kasparian, for their invaluable contributions and support of this work.
For more information on University of Denver's approach, please visit their website here..png)
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