Recognizing First-Generation STEM Scholars at NCI and Beyond

November 8, 2024, by Akemi T. Wijayabahu, Ph.D., M.S., Jacquelyn R. Bedsaul-Fryer, Ph.D., M.P.H., and Jackie Lavigne, Ph.D., M.P.H.

The term "first-generation college student" in the U.S. refers to individuals whose parents or guardians did not earn a four-year^a bachelor's degree. This definition originated in the Higher Education Act of 1965 to establish universal admission criteria for TRIO programs supporting students from disadvantaged backgrounds in their educational pursuits. First-generation scholars navigate a journey distinct from their parents, often encountering challenges beyond academics.¹ 

The obstacles faced by first-generation students^2-6 reflect systemic barriers to higher education access and student integration, and impact overall success.^7-8 Many first-generation scholars come from underserved racial and ethnic backgrounds, economically disadvantaged regions, or immigrant families, which may present additional hurdles during their academic journeys. Recent data show 25% of first-generation students earn bachelor's degrees compared to 66% of students with at least one degree-holding parent.⁹ However, research indicates their unique experiences allow first-generation scholars to contribute to innovation, collaboration, creativity, and community.¹ 

First-generation students are even less represented in Science, Technology, Engineering, and Mathematics (STEM) fields,¹ with only 9% earning STEM degrees compared to 15% of continuing-generation college students.^10,b To promote equity and enhance innovation in cancer research, institutions must create supportive environments that foster training and career growth for first-generation STEM scholars at all levels. 

Note: ^a Some countries offer 3-5-year bachelor's degrees and may not have a standard definition for “first-generation” scholars. For internal reporting, scholars from outside of the U.S. may self-report as first-generation if their parents or guardians did not complete a bachelor's degree. 

^b This data relates to high-school and bachelor’s degree STEM status and experiences. Additional challenges exist in sustaining STEM careers, though data is limited in this area. 

Recommendations for NCI and other STEM institutions

I. Data Collection: Measure the prevalence of first-generation scholars who train or work at post-secondary STEM institutions, both in the U.S. and abroad, and collect data on their experiences, achievements, and challenges to help inform recommendations II-III.  

II. Professional Development and Outreach: Invest in staff training to effectively support first-generation scholars and build capacity by enhancing outreach efforts to recruit them to STEM institutions. Ensure that considerations for first-generation status are included in diversity, equity, and inclusion initiatives (e.g., scholarships, intramural grants, and awards), and career and training opportunities.  

III. First-Generation STEM Alumni Network: Facilitate sharing of experiences and resources from first-generation institutional leaders through a network of first-generation alumni to support navigation of career opportunities for first-generation scholars at all levels. 

Resources 

• Higher Education Act of 1967, 1998 Higher Education Act Amendments, Subpart 2, Division 1, Section 1070a-11(h)(3), Federal Early Outreach and Student Services Programs. 

• Mahoney, M. Who is a first-generation student? Chronicle of Higher Education Inc. 2021. 

• First-generation college students’ demographic characteristics and postsecondary enrollment fact sheet. U.S. Department of Education, National Center for Education Statistics, 2015–16 National Postsecondary Student Aid Study. 

• First-generation college students’ achievement and federal student loan repayment fact sheet.U.S. Department of Education, National Center for Education Statistics, 2012/17 Beginning Postsecondary Students Longitudinal Study. 

• STEM Fact Sheet, National Institutes of Health (NIH), Office of Acquisition and Logistics Management (OALM), Small Business Program Office (SBPO). Accessed October 24, 2024. 

Acknowledgments 

We thank Erica N. Johnson, Ph.D., M.A.E., Diversity, Equity, Inclusion, and Accessibility Resource Specialist, Division of Cancer Epidemiology and Genetics (DCEG), for the concept idea of the inclusivity minute to celebrate the National First-Generation College Celebration (November 8, 2024), honoring and elevating the identities and contributions of first-generation students and alumni. We also appreciate the valuable feedback from members of the DCEG Fellows’ Committee, and the DCEG Communications Team. 

References 

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2. Allan BA, Garriott PO, Keene CN. Outcomes of social class and classism in first- and continuing-generation college students. J Couns Psychol. 2016. 
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4. Covarrubias R, Landa I, Gallimore R. Developing a family achievement guilt scale grounded in first-generation college student voices. Pers Soc Psychol Bull. 2020.  
5. Jones EJ, Schreier HMC. First-generation college students have greater systemic inflammation than continuing-generation college students following the initial college transition: A brief report. Ann Behav Med. 2023. 
6. Noel JK, Lakhan HA, Sammartino CJ, Rosenthal SR. Depressive and anxiety symptoms in first generation college students. J Am Coll Health. 2023. 
7. Mcdossi O, Wright AL, McDaniel A, Roscigno VJ. First-generation inequality and college integration. Soc Sci Res. 2022.  
8. Fei L, Kang X, Sun W, Hu B. Global research trends and prospects on the first-generation college students from 2002 to 2022: A bibliometric analysis via CiteSpace. Front Psychol. 2023. 
9. Economic well-being of U.S. households in 2023. Board of Governors of the Federal Reserve System. 2024. 
10. Bettencourt GM, Manly CA, Kimball E, & Wells RS. STEM degree completion and first-generation college students. A cumulative disadvantage approach to the outcomes gap. Review of Higher Education. 2020.