<p>1</p><p>Christina Acevedo</p><p>Making Connections Beyond the Paper</p><p>I went back to college at the age of thirty. I had gone to college years before, but life got in the way. I knew this time wouldn't be easy either because I was now a single mom of three. </p><p>But, this time I was more determined. I had grown up in poverty, and I didn’t want that for my kids. College was our way out.</p><p>My first day of college started with a power-point. The opening slide read, “This is the first day of the rest of your life.” Most students laughed because it was cheesy, but I felt like this message was just for me. It was the first day of the rest of my life. This is sounds cliché, but in that moment, my life changed. No one had ever talked to me like that. No one had ever told me I could succeed. </p><p>For as long as I can remember, my life was about making it from one day to the next. As the oldest child in a traditional Mexican household, not only I had grown up quickly. My parents taught me about bills -- about cooking dinner -- about cleaning the house. I hadn't gone to high school because I got my GED so I could work full-time after having a baby. But none of that mattered anymore. Suddenly, someone believed in me. All I needed was will and skill – I had the will and there were people at the college who would teach me the skill. I discovered other people in college who believed in me: tutors. Tutors who worked with me to overcome my deficits. I confided in my tutors about the challenges in my life, but instead of giving up, they encouraged me. When one of my professors asked me to become a writing tutor, I was honored. I had a chance to help students like me.</p><p>First Generation College Students like me, face many struggles. They are more likely to be people of color. And they are more likely to be nontraditional students who want a better life 2 for their family. When someone is concerned with meeting their daily needs, they can't make college a priority. When someone doesn't feel secure, they can't focus on their goals. If they don't form meaningful friendships – if they don't feel like they belong – they won’t reach out. When students don't believe in themselves, they won't reach their full potential. Though First </p><p>Generation College Students come from diverse backgrounds, there are some common variables.</p><p>By understanding these challenges, tutors have the opportunity to intervene in students’ lives in a way that isn’t possible in the traditional classroom. </p><p>Using Maslow’s hierarchy of needs as a frame, I’ll explain some common challenges for </p><p>First Generation College Students. I will offer tangible suggestions along the way, based on my own story, as a student and tutor.</p><p>PHYSIOLOGICAL NEEDS</p><p>I had a student named Jamal, who was a bright nontraditional student. The local chemical plant started requiring college degrees, so he had to get a degree or lose his job. Things had changed since he was in school. Now everything had to be done on a computer, instead of pen and paper. </p><p>He pulled out a crumpled sheet of paper. It was his rough draft. Hand written papers are harder for me to read, so I asked why he hadn't typed it out. He said he couldn't afford a computer. He used the public library when he could, but it logged out every 15 minutes and he couldn't save his work. I explained to him that I was in the same situation when I returned to college. Then I helped him create a Google Drive, so he could access his work anywhere. I showed him the free student computer labs that I had used when I didn’t have a computer. I didn't know if he would be back, but he persevered and became one of my star students.</p><p>This is just one example of how lack of resources can impact college students. If you see a student without a binder -- just carrying their papers in their arms – consider that the student 3 may have had to choose between a meal and college supplies. A lot of us in education live paycheck to paycheck. We do it because love it, not for the money. If you’ve never had to make those choices, just stop and think what would you do? Whatever your student goes through at home can affect their college life. Understanding this can help us to identify with them, first as humans, and then as college students, struggling to balance work and home. This will help establish and develop the student-tutor relationship.</p><p>We can refer to students to campus that they have already paid for, but are unaware of. </p><p>Even when these resources are free, they are often underused, as we can see in our writing centers. Nobody likes asking for help. If we can anticipate their needs, we can offer ways to help. Ask specific questions based on your observations, like “I noticed your children are with you all the time. Did you know we have free daycare?” Or, “It's cold outside; did you bring a jacket? I heard Student Life is having a clothing drive for students.” More likely than not, the student will see an opportunity to confide in you. </p><p>This is happened during a session the other day, a return student shared with me that she was experiencing symptoms of depression and hadn't asked for help or even told anyone. I encouraged her to talk to someone she trusts, like her parents or doctor. Afterwards, I wanted to be ready if it happened again, so I asked my director if I could make a pamphlet on identifying the signs of depression and how to seek help. If your student has more serious issues, speaking with your director or a counselor so they can find a solution. Use these opportunities to become someone students can turn to in the time of need.</p><p>SAFETY AND SECURITY</p><p>Thinking back to my freshman semester, I remember my history professor telling us to pull out our syllabi on the second day of class. I had thrown mine in the back seat of my car, hoping to 4 never see again. It DID NOT look like a fun read. Now I needed the document that any lawyer would have been proud of because we had a group activity scheduled to learn about the syllabus. Luckily, when my professor noticed the deer in the headlights look on my face. He was generous enough to give me an extra copy. From that day forward, the syllabus was my best friend. It had everything I ever needed to know about how the class worked.</p><p>For First Generation College Students, coming into a big, unfamiliar campus can be overwhelming. They are less likely to know current or former students, to know college employees, or to have even visited a college. These students are probably unaware of the hidden rules of college, such as “Hold on to your syllabus, you just might need it.” </p><p>I mean, you probably remember what it felt like to be a freshman. Often you don't know enough, to even ask the right questions. And that might have been a long time ago for some of us, but we can use our own “ah-ha” moments to anticipate student needs.</p><p>You can be an ambassador for your writing center. First Generation college students can learn a lot from your insider knowledge about college, such as how to navigate the campus website or how to access online classes and discussion boards. These students can also benefit from instructions on how to register and apply for financial aid. When you use college lingo, just be sure to explain the meaning of these terms. Many of the student problems we hear about can easily be solved by contacting their professor, but it may not have occurred to the student that professors are real people who they can talk to. Being a helpful, friendly person who students can turn to, is a way to make a difference beyond the confines of their paper.</p><p>BELONGING</p><p>When I decided to quit my full-time job to return to college, my family was not supportive. My father, who had fourth grade education, actively discouraged me from going to college. He 5 didn't understand the value of a college education. Luckily, I hit it off with a tutor named Gayle. </p><p>She was my sounding board. During our sessions I would sometimes vent about the obligation I felt to take care of my aging parents and grandparents, as well as the pressure to live up to my family in Mexico’s expectations. Though we came from different backgrounds, she respected me and treated me like a peer. The Student Success Center became my home away from home.</p><p>First Generation College Students come from a variety of ethnic, racial, and religious backgrounds. In Coastal Texas where I live and work, many students are new to the country. So there’s bound to be some cultural differences. They may not have the support of their family and friends. They’re more likely to have what we consider nontraditional family structures. They may live with their grandparents or extended family members. Their support circle may decrease as their relationships are strained by college. They are less likely to have relationships with people who went to college, so they might feel like they're surrounded by people who don’t relate to them. Even at the crossroads of their life, these students may be feeling alone. </p><p>Friendship is a key component of peer tutoring, however, it can be a challenge to establish a peer relationship with someone different than you. Take the time to get to know the student as a person. Before you jump into the session, ask the student to tell you a little about themselves. Ask questions like, “Where are you from?” or, “Tell me about your country…” </p><p>Showing interest in a unique style of dress or hairstyle is a way to celebrate our differences. This will show the student that what they have to say has value. Having a casual conversation about your student's values and interests can also be helpful in recommending a topic, or when suggesting a lens with which to frame an argument.</p><p>More importantly, be yourself. This lets the student know you’re being sincere. You'll find out you're more alike than different. Invite your students to attend intramural activities and 6 drama productions, suggest groups they can join based on their experiences. By forming meaningful relationships with students, tutors can give their students a sense of belonging.</p><p>SELF ESTEEM</p><p>Math was one of my main obstacles in college. I didn’t think I would ever understand it. So when</p><p>I found out there was a math center, I was there around the clock. I confided in my tutor that I had never studied or taken home a book. I didn't have the foundation from high school that the other students had, so I fell behind in class. We came up with a plan for me to survive college algebra. Before I went to class, I would come in to review strategies for the day's lesson. During the lecture, I would take notes and highlight what I was confused about. The next day, I would come in so we could work on the material before I did my homework. With my tutor’s help, I passed algebra. That taught me I could do anything.</p><p>There are a lot of students, who like I did, have doubts about their ability to succeed. First</p><p>Generation College Students didn’t have a parental model to reference how to be a student, so they are less prepared. But, we can build their self-confidence by modeling our own methods and techniques. </p><p>We can show them that they have room to grow and develop their skills. Use reoccurring error patterns to help students learn from our mistakes. Perhaps the most important lesson is that error is a normal part of the learning process. Show them that writing is a messy process. </p><p>Because a lot of students don’t realize the level of involvement behind the clean shiny papers we produce. From annotating prompts and texts, to planning our papers, to polishing a rough draft, these skills show students how to succeed as students. When your student incorporates those methods, reinforce the positive behaviors. After repeated sessions, acknowledge how far they’ve come. Building up First Generation College Students will empower them to take charge of their 7 own educational experiences. This sense of agency will lead to self-actualization and prepare students to move forward with the next steps of their life. </p><p>I owe much of my academic success to tutors who went above and beyond. I was so encouraged about my ability to persevere that I decided to go for an Associates of Science </p><p>Degree. Though I missed out on taking science courses in high school, to my surprise, I excelled in science. I was recognized with the Distinguished Student Award and graduated as Regent </p><p>Scholar. Though I was happy to accept these honors, my most proud accomplishment was becoming a tutor. As I continue to learn and grow, I will use where I came from to keep focused on where I’m going. 8</p><p>Opportunites to Make Connections</p><p>Maslow’s Hierarchy of Needs</p><p>Ways Tutors Can Intervene</p><p>Physiological needs Inform students about campus resources.</p><p>Safety and security Inform students about the hidden rules of college.</p><p>Love and belonging Establish meaningful connections with students.</p><p>Self esteem Demonstrate methods and strategies to empower students.</p><p>Self-actualization Students find purpose and meaning to reach their full potential. 9</p><p>Works Cited</p><p>Dweck, Carol S. "The Secret to Raising Smart Kids." Scientific American Global RSS. Mind & Brain, 01 Jan.</p><p>2015. Web. 29 July 2015. </p><p>FGCS Committee. First Generation College Student (FGCS) Success. The University of North Carolina at </p><p>Chapel Hill, Jan. 2015. Web. 01 May 2015. </p><p>Lurie, Julia. "Poverty Affects Kids' Brains at a Crucial Time." Mother Jones. Mother Jones, 20 July 2015. </p><p>Web. 29 July 2015. </p><p>Payne, Ruby K. A Framework for Understanding Poverty Workbook. Moorabbin, Vic.: Hawker Brownlow</p><p>Educatiojn, 2008. Print. </p><p>Vanitha, K. "Http://vanitha-edutechbdu.blogspot.com/2009/02/my-details.html." Web log post. </p><p>Development of Blogs and Their Effectiveness on Advanced Educational Psychology. Department</p><p> of Educational Technology, Bharathidasan University, 16 Feb. 2009. Web. 29 July 2015.</p>