Increasing Impact: FGPs and Workforce Diversity

Written By Michelle Hoover

Statistics tell us that first-generation students represent one-third of all enrolled college students in the United States today. Each year, they also represent a growing percentage of the freshly degreed graduates joining the professional ranks who will extend and enhance the diversity of the workplaces they join. 

Demographically, first-generation college students represent a variety of backgrounds. 

The majority identify as white (46 percent)1, Hispanic/Latinx (25 percent), or Black/African American (18 percent) while lower percentages identify as Asian, American/Alaska Native or Native Hawaiian/Pacific Islander. They predominantly identify as female (60 percent) and tend to be slightly older than their peers, with a median age of 23 and more than one-third older than 30.

Immigrants and children of immigrants have accounted for nearly 60 percent of the growth in university enrollment since 2000. A 2018 study estimated that nearly 30 percent of all students enrolled in colleges and universities that year were from immigrant families. The study also estimated that international students in the United States on visas accounted for 5.5 percent of all college and university students in the 2018-19 academic year2.

As many of these students become First-Generation Professionals, they are a representative cross section of races, nationalities, ages, and gender. They are indeed the face of tomorrow’s workforce, and the face of workforce diversity and economic equality.

There are also less visible but important elements of diversity across FGPs that can impact both their college decisions and work experiences.  

Family Socioeconomic Status. Median household incomes of first-generation students tend to be lower, and educational attainment of the head of household is a significant factor. Data show that households led by an individual with less than a high school diploma earn less than half of the national median.  

Finances Often Drive Choices. The cost of tuition, room and board, and transportation will lead the majority to attend public institutions versus private, and often to stay close to home. Nearly two-thirds of those enrolled choose community college or public two-year institutions3. Once enrolled, they are less likely to pursue opportunities such as nonpaying internships because of the cost. They rely largely on financial aid, scholarships, and part-time employment to help bridge the financial gaps, but approximately 65 percent will still graduate owing $25,000 or more in student loans.

Family and Caregiver Obligations. First-generation students are twice as likely as their counterparts to be responsible for dependents while working toward their college degrees, sometimes also supporting extended family members. Many are no longer single, carefree college students, but also mothers or fathers or caregivers who are juggling a variety of competing priorities.

Longer Time Commitment to Graduation. Forty percent of first-generation students attend school part-time because of the many competing demands already cited.  These demands can also cause them to take enrollment breaks or leave school altogether. For many, this happens in the first year. Others get closer to the finish line, completing 75 percent of their degree requirements before dropping out. Studies show that only 20 percent will fully complete their bachelor’s degree, and 24 percent their certificate or associate’s degree.  

Shared Desire for Upward Mobility. A high percentage of first-generation students cite financial stability and success as their goals for attending college. They, and their parents, want them to achieve more for their families. While college degrees can boost income, that boost is often not enough for first-generation graduates to overcome the “parent premium” that having college graduate parents provides4. The pressure to achieve financial security has implications for how quickly they accept first offers, whether they negotiate starting salaries, or how often they accept jobs for which they are overqualified5.

For First-Generation Professionals entering or already present in the workplace, how are these less visible dimensions of diversity being considered and supported?

  • Is “First-Generation Professional” recognized as a demographic that contributes to diversity in your organization?   

  • What opportunities for two-year degrees exist within your organization?  

  • What assistance could be given to “almost graduates” who have not yet completed their degree?

  • Could sign-on bonuses or out-of-cycle payroll distributions help narrow the wait time for new hires who are anxious to receive their first paycheck?   

Resources

1

"First-generation College Students Factsheet." National Association of Student Personnel Administrators, 2018 https://firstgen.naspa.org/files/dmfile/FactSheet-01.pdf/

2

"Children from Immigrant Families Are Increasingly the Face of Higher Education." The New York Times, 15 October 2020. https://www.google.com/url?q=https://www.nytimes.com/2020/10/15/us/immigrant-families-students-college.html&sa=D&source=docs&ust=1697720121723007&usg=AOvVaw3KP56J_jz3p-ob9QtVyEi9

4

"First-Generation College Graduates Get a Financial Boost but Don't Catch Up." Federal Reserve Bank of St. Louis, 27 August 2019. https://www.google.com/url?q=https://www.stlouisfed.org/publications/in-the-balance/2019/first-generation-college-graduates&sa=D&source=docs&ust=1697720121725115&usg=AOvVaw0w1IOFIaFdxXUOXDUHlGzd
Michelle Hoover https://www.baemleadership.com
Previous

Navigating Language Barriers in the White-collar World
Next

First-Generation Professionals: Not Always Who You Think They Are