This document summarizes a presentation about improving outcomes for first-generation and low-income college students. It discusses how feelings of marginality can negatively impact these students' transition and success in college. The theory of mattering, which includes feeling important, depended on, and appreciated, can help address marginality. The presentation describes two programs at Brandeis University that take a mattering approach: a pre-orientation program that introduces students to resources and connects them to a support community, and a peer mentoring program that provides one-on-one guidance. Evaluations found these programs helped students feel they mattered on campus and improved retention and graduation rates.

1. You Matter!
Improving First-Generation and
Low-Income Students’ Transition
and Outcomes
Katherine Julian Dunn
Brandeis University

2. Goals for Today
1. Understand statistics and trends
associated with first-generation and low-
income college students.
2. Summarize research on mattering and
marginality (Schlossberg, 1989) and how it
relates to these populations.
3. Apply theory to interventions for first-year
students from first-generation and low-
income backgrounds.

3. Brandeis University Student Support Services
● Funded by Department of
Education on a TRiO grant
● Serves 145 eligible students with
highest academic need
● Department within Office of
Academic Services
● On campus for 25 years

4. Group Brainstorm
When you think of the population of first-generation and low-
income students on your campus, what words or phrases
come to mind?

5. Who are first-generation and low-income
students?
● First-generation college: “A student
where neither parent/guardian has
earned a bachelor’s degree” (Davis, 2011)
● 24% of college students in the US are
both first-generation and low-income
(Engle and Tinto, 2008)
● Brandeis undergraduate population: 7.5%
first-generation, 13.1% low-income, 8% both
first generation and low-income

6. Risk Factors and Strengths
● First-generation and low-income students:
○ More likely to hold other underrepresented
identities
○ 4X more likely to leave college in the first year
○ 89% leave college without a degree after 6
years (Engle & Tinto, 2008)
● Counter narrative: First-generation students as
“pioneers, not problems” (Greenwald, 2012)
○ assets: maturity, resilience, drive, generosity

7. Challenges of first year transition: Academic
● Gaps in preparation/study skills
● Uninformed academic decision making
● Hidden academic costs: books, laptops
● Reluctance to seek help
○ i.e. Higher rate of first-generation
students “needing but not using”
mental health and counseling
services (Stebleton, Soria & Huesman, 2014)

8. Challenges of first year transition: Social
● Limited involvement due to work
and family commitments
● Differences in social and cultural
capital from peers
● “Integration vs. segregation
dynamic” (Lowery-Hart, Pachenco, 2011)
○ “I feel connected to the SSSP
community, but not the
Brandeis community”

9. Challenges of first year transition: Family
● Family responsibilities/ family dependance
● “Push and pull” dynamic with parents
(Nichols & Islas, 2016)
○ First-generation students get a broad level
of encouragement from parents that
pushes them rather than the specific advice
and intervention continuing generation
students get that pulls them along and helps
them cultivate social networks

10. Overall theme: Feelings of marginality
● Marginality: feelings of
isolation, disconnection,
insignificance, invalidation,
insecurity. Feeling “on the
margins” (Schlossberg, 1989)
● Negative impact on sense
of belonging, mental health
(Stebleton, Soria & Huesman, 2014)

11. Mattering as a framework for addressing
marginality
● Mattering: “The feeling that
others depend on us, are
interested in us, are
concerned with our fate,
and experience us as an
ego-extension” (Rosenberg &
McCullough, 1981)

12. Dimensions of Mattering
● Attention: “The feeling one commands the
interest or notice of another person” (Rosenberg &
McCullough, 1981)

13. Dimensions of Mattering
● Importance: “Another person is concerned
with our fate and cares about what we want,
think or do” (Rosenberg & McCullough, 1981)

14. Dimensions of Mattering
● Ego-Extension: “Others will be proud of our
accomplishments and disappointed by our
failures”(Schlossberg, 1989)

15. Dimensions of Mattering
● Dependence: “Feeling needed or depended
on by others”(Rosenberg & McCullough, 1981)

16. Dimensions of Mattering
● Appreciation: “Others are thankful for our
efforts and appreciate what we do” (Schlossberg, 1989)

17. Mattering as a motive for behavior
Schlossberg, Lynch and Chickering
(1989) studied adult learners’
experience in college. They found
students who felt they mattered in a
university environment showed...
● Increased engagement in learning
● Increased involvement in the
campus community
● Increased institutional loyalty
● increased self-confidence and
self-esteem

18. From Theory to Practice
● Two institutional “case
studies”
○ Pre-Orientation
○ Peer Mentoring
● Additional programs and
initiatives that take a
“mattering approach”

19. SSSP Pre-Orientation Program
Objectives
● Provide an “extended campus
acclimation process” (Davis, 2011)
introducing students to college
expectations as well as campus
resources in a comfortable
environment
● Connect students to a community
who can act as a support system

20. SSSP Pre-Orientation Program
Description
● Friday-Sunday prior to August orientation
● Required of all new SSSP students
● Sessions that address academic, social,
cultural transition, assess skills, and
normalize fears
● Involvement of parents and families

21. Pre-Orientation in Action
“My questions and even questions I didn’t know I had were answered.”
“The SSSP community surpassed my expectations. I’m so happy to have this family.”

22. Dimensions of Mattering Addressed
Attention: Specific time/resources carved out to assist this group of
students in their adjustment to campus.
Importance: Special visits from Dean and student body president
welcoming them to campus.
Dependence: Reliance on Peer Mentors to facilitate sessions, offer
guidance
Appreciation: Opportunity for students to recognize each other at end of
program for making positive contributions to the group.

23. Peer Mentoring Program
Objectives
● Offer new students an accessible
guide and role model through their
transition who can help navigate
challenges, direct towards
opportunities and resources
● Provide a leadership opportunity for
current students in the program to
“pay it forward”

24. Peer Mentoring Program
Description
● 13-16 mentors with 2-4 new mentees,
meeting bi-weekly for 30-60 minutes
● All mentors must be active in program and
in good academic standing
● Specialized training
● Regular supervisory check ins and mid-
year performance evaluation
● Documentation of meetings using google
form and timesheet for payment ($10/hr)

25. Peer Mentoring in Action
“I love speaking with Ana because she is really a great listener. I also like how she is able to
give me constructive criticism. It's great that she's able to tell me what I need to hear and
not always what I want to hear.”

26. Dimensions of Mattering Addressed
Attention: Low student:mentor ratio, high frequency of meetings, mentors offer
holistic support, 500+ hours of mentoring per year with first-year class.
Dependence: Empower upperclass students in program to share their
experiences and hone their interpersonal skills as leaders.
Ego-Extension: By having a mentor, new students feel a peer is investing in their
success. Mentors want to offer additional comfort during difficult times. “Big
Brother/Big sister” relationship. Open line of communication with advisors who
are also invested.

27. Other examples of a mattering approach
SSSP Shout Out program
(Appreciation)
○ Monthly
opportunities for
peers to recognize
peers in a variety of
areas, public display
of recognition

28. Other examples of a mattering approach
SSSP “I AM” Event (Importance,
Dependence)
○ Provides students the
opportunity to define
themselves and their
journey through a high
profile event

29. Program Outcomes
● Our program is assessed on three major
outcomes:
○ Academic good standing
○ First to second year retention
○ Six year graduation
● Each grant cycle we set new targets for
these outcomes that are ambitious and
attainable
● We are proud that our program’s
graduation rate exceeds that of the
general Brandeis population

30. Reflection and Small Group Discussion
1) In your role, how do you show first-generation and low-income students they
matter?
2) Outside of your role, how does your campus show first-generation and low-
income students they matter?
3) Think of a program in your office. What dimensions of mattering are
incorporated into this program?
4) What can you take away from this presentation to improve your work with first-
generation and low-income student populations?

31. Questions/Comments?