Validating First-generation Student Experiences Through Transformative Leadership

Students arrive at college full of hopes and aspirations to complete their college degree; yet data reflect how certain minoritized populations, like first-generation students, depart college at disproportionately higher rates. Many researchers attribute this to long-standing, widespread systemic barriers within higher education, such as deficit-frameworks and their associated practices. Indeed, first-generation students are often described as “at-risk” or “vulnerable” because their parents did not attend college, suggesting they arrive at college “lacking” certain knowledge or capital.

Deficit-based frameworks and those programs and services designed upon “filling the gap” of what first-generation students lack reinforce systemic barriers, rather than promote student success. Alternatively, as transformative academic advisors in higher education, we can cultivate asset-based, validating advising experiences for students, which supports their intention to persist in college. In this live briefing, attendees will learn how to identify deficit-based frameworks, interpret and practice applying asset-based frameworks in their advising practices, and critique current practices to instead design transformative experiences.

Learning Outcomes

By attending this session, participants will…

• identify and understand deficit-based frameworks;
• interpret and practice applying asset-based approaches and frameworks; and
• review and assess current practices to design and implement transformative experiences.