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Supporting First-Generation College Students This Back-to-School Season 

August 15, 2024 — by Nicole Brunt

The Pell Institute is proud to announce the release of a new set of fact sheets that illuminate critical insights into the experiences and outcomes of first-generation, low-income students, and students with disabilities. These fact sheets provide comprehensive national statistics and analysis, offering a detailed look at the unique challenges and achievements of these student populations across the United States.

As the back-to-school season begins, school campuses nationwide buzz with excitement and anticipation. For many students, this marks the start of a new academic journey filled with opportunities and challenges. However, this transition can be particularly daunting for potential first-generation (FG) college students—those whose parents have not obtained a bachelor’s degree. The Pell Institute for the Study of Opportunity in Higher Education sheds light on these students’ unique challenges and potential, especially regarding their time use and academic performance. 

As the new school year begins, it’s essential to recognize the unique challenges potential first-generation college students face. They must balance schoolwork, jobs, and extracurricular activities while striving to excel academically and prepare for their futures. This balancing act is especially challenging for students determined to pursue higher education as they also face systemic inequities and financial barriers. 

Time Use Outside of School 

Our latest research highlights that potential FG students often spend minimal time on homework and studying: 

  • 83% of potential FG students spend less than 2 hours on homework during a school day. 
  • Only 17% spend more than 2 hours on homework. 
  • Many FG students balance school with work responsibilities: 
  • 64% work less than 1 hour during a school day. 
  • 28% work between 2-4 hours. 
  • 7% work more than 4 hours. 

Extracurricular Activities Participation 

Extracurricular activities play a significant role in the development of these students, although most spend less than 2 hours on such activities during a typical school day: 

  • 41% participate in sports. 
  • 33% are involved in music or dance. 
  • 20% engage in art activities. 
  • 18% participate in scouts or clubs. 
  • 11% are involved in drama. 

Academic Performance 

Despite the challenges, many potential FG students excel academically: 

  • 43% receive mostly A’s. 
  • 40% receive mostly B’s. 
  • 14% receive mostly C’s. 
  • 3% receive mostly D’s or lower. 

Future Plans and Electronic Use 

As these students prepare for life after high school, a majority plan to continue their education: 

  • 73% intend to pursue further education. 
  • 13% plan to work. 
  • 5% aim to serve in the military. 
  • 5% plan to obtain a GED. 

Their use of electronics is also notable: 

  • 37% spend more than 2 hours daily chatting or surfing online. 
  • 41% spend more than 2 hours per day watching TV or movies. 
  • 38% play video games for longer than 1 hour per day. 

The Pell Institute’s findings highlight the need for continued support and policy interventions to ensure FG students have equitable opportunities to succeed. As educators, policymakers, and community members, we must work together to provide the necessary resources and support systems to help these students thrive. 

During this back-to-school season, let’s commit to making a difference in the lives of first-generation college students. Understanding their challenges and potential can create a more inclusive and supportive educational environment that empowers students to achieve their dreams. 

For more detailed insights and policy recommendations, visit the Pell Institute’s website and explore our comprehensive reports and fact sheets. Together, we can pave the way for a brighter, more equitable future in higher education. 

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