running head: THE HUSKIE FIRST SCHOLAR PROGRAM 1

Programmatic Intervention for First Generation College Students

The Huskie First Scholar Program
Javier Rodriguez, Amanda Santucci, Dina Sipiora, Shakaria Smith
Northern Illinois University
Huskie First Scholar Program 2

The academic, economic, and social barriers faced by first generation college

students (FGCS) place them at greater risk for not completing college. FGCS are defined

as the first in their family to attend college and whose “parents did not attend

college”(Ramos- Sanchez, Nichols, 2007). A significant number of FGCS come from

lower socioeconomic households and are members of ethnic minority groups; these

students often suffer from a lack of college readiness, familial support, financial stability,

and self-esteem (Falcon, 2015). Programmatic interventions focused on the academic,

financial, and social needs of FGCS must be offered in colleges and universities in order

to provide the students with the necessary support services to be successful in higher

education. In this paper we will present a programmatic intervention centered on

providing high school juniors, who are first generation college students, an opportunity to

participate in a college level course at Northern Illinois University during their senior

year.

The programmatic intervention proposed is an academic opportunity for FGCS to

attend one college level course at Northern Illinois University (NIU) while enrolled as a

senior at a DeKalb County public high school. The intervention program will be called

the Huskie First Scholar program (HFS) and will allow qualified high school students to

participate in a college course during the spring or fall semester and to earn academic

credit. The goal of the HFS program is to introduce FGCS to the college experience,

both academically and socially, and to assist them in completing the course successfully.

HFS students will have access to all the academic resources available to full-time

students and they will be required to meet with their professor a minimum of three times
Huskie First Scholar Program 3

throughout the semester in order to ensure that they complete the course successfully. In

addition, Huskie First Scholar students will be eligible for a financial scholarship based

on their participation and academic performance in the program should they chose to

continue their education post high school graduation at Northern Illinois University.

Literature Review
The demographics of the college student population have changed since access to

higher education expanded to include women, low-income students, and students of color

(Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996). The increased socioeconomic

and ethnic diversity in the college going student population resulted in many of today’s

college students being identified as the first in their family to attend college or a first

generation college student (FGCS). First generation college students are defined by

various research studies as “students whose parents did not attend college”

(Ramos-Sanchez, Nichols, 2007; Tym, McMillion, Barone, & Webster, 2004).

First generation college students face the same anxieties as traditional college

students, but “their experiences often involve cultural as well as social and academic

transitions” (Terenzini et al, 1996). The college experiences of first generation college

students include: “lower academic performance, more problematic transitions, and higher

levels of attrition” (Ramos-Sanchez, Nichols, 2007). Because first generation students

are the first in their family to attend college “they are more likely to lack knowledge of

time management, college finances and budget management, and the bureaucratic

operations of higher education” (Thayer, 2000). Research shows that the academic,

social, and economic obstacles faced by first generation students leads to lowered

self-confidence in their ability to succeed in college (Tym, McMillion, Barone, &

Huskie First Scholar Program 4

Webster, 2004). These factors greatly influence a first generation college student’s

ability to successfully complete a college degree at a four-year institution of higher

education.

Recent studies on the academic outcomes of first generation college students

provided evidence that with the proper interventions before and during college, first

generation college students are able to acclimate successfully to college, both

academically and socially. The Pell Institute For The Study Of Opportunity In Higher

Education (2006) reported that many first generation college students had low or no

ambition to continue their education post high school (Engle, Bermeo, O’Brien, 2006). It

was not until these students interacted in a positive academic environment with, both,

high school staff and faculty from a higher education institution, did the possibility of

college become a reality for them. The Pell Institute (2006) wrote:

First generation students identified three crucial steps along the pipeline to college
where support was most helpful in making a successful transition from high
school: raising aspirations for college, navigating the college admissions process,
easing the initial transition to college.

Studies show that first generation college students benefitted greatly from pre-college

programs that afford them an opportunity to experience the academic rigor of college

level course work and the social environment of a college campus (Kuh, Kinzie, Buckley,

Bridges & Hayek, 2006).

The Huskie First Scholar is an example of a programmatic intervention at the

pre-college level that offers first generation college students an opportunity to experience

one college class with full academic support from faculty and social support from their

peers in order for them to have a positive college experience that confirms and validates
Huskie First Scholar Program 5

them as “college material” (Rendon, Linares & Munoz, 1994).

Laura Rendon (1994) introduced validation theory as a way to address the issues

faced by first generation students, low-income students, and students of color enrolled in

higher education (Barnett, 2011; Ekal, Hurley, Padilla, 2011; Rendon Linares, Munoz,

1994). Rendon based the theory on her own lived experience as a first generation college

student attending the University of Houston during the late 1960s (Osei-Kofi, 2011).

Although, Rendon excelled academically during her elementary years, it was not until a

junior high school debate club meeting that she first experienced validation for her

intelligence and public speaking skills. This “interpersonal validation” from her peers

encouraged Rendon to continue her studies, despite her living and being shaped in an

environment that did not validate academic accomplishments (Osei-Kofi, 2011). Rendon

shared that the validation she received from teachers, staff, and her peers in the K-12

school environment motivated her to enroll in college and pursue her dream of becoming

a teacher (Osei-Kofi, 2011).

Rendon explained that despite the academic success she experienced at college

she would often feel torn between two worlds, her home and her college. Her parents

wanted her to return home and work to help support the family, in contrast to her

classmates and teachers who encouraged her to remain in college and attain her

educational goal of becoming a teacher. Rendon’s experience highlighted the feelings and

issues that many FGCS face as they begin college. Many FGCS experienced alienation

from the two worlds they occupied (Thayer, 2000). This foreign experience can lead to

feelings of marginality that increase the risk for FGCS to drop out of college.
Huskie First Scholar Program 6

Schlossberg (1989) wrote that transitions to new roles and environments in our

lives introduced feelings of marginality. Her work also focused on the feelings of

mattering to one’s environment and to others. Bicultural individuals often experienced

marginalization as they transitioned to an unfamiliar environment, for example:

non-traditional college students entering into higher education. Thayer (2000) asserted

that first generation college students find themselves “on the margin of two cultures”

(p.5). Faced with leaving a familiar world for the unknown can lead to students feeling

that they no longer mattered to their family or to anyone in their present environment

(Schlossberg, 1989; Thayer, 2000). Schlossberg (1989) pointed out that “ a bicultural

individual feels permanently locked between two worlds”.

In order to help these students feel like they matter to both worlds, Schlossberg

(1989) wrote that is imperative that families and faculty and staff in institutions of higher

education pay close attention to first generation college students and stress that they

matter to both worlds. She wrote that when students felt that they mattered “to an advisor

or to an institution”, the students become more engaged in the learning process

(Schlossberg, 1989). The involvement of college advisors, staff, and faculty in a

student’s life can lead to students’ believing in their personal self worth. This type of

validation from the school and its staff increases students’ feelings of validation as

creators of knowledge and as important members of the learning community; it also helps

FGCS develop self-esteem and adjust to a new social environment, the college campus

(Rendon, Munoz, 2011).

Validation theory will be practiced throughout the student’s participation in the

Huskie First Scholar Program 7

Huskie Scholar First program (HSF) in three significant ways during the student’s time in

the program. First, institutional support from both the high school and college will be

present during the entire experience. Students will meet with both their high school

academic advisor/guidance counselor and an academic advisor from the college to

discuss their academic and social progress in the program. Second, the students will be

required to meet with their professor at minimum three times during the semester to track

their coursework and grades in the class. Finally, students will be provided access to all

the academic support resources at the college, including: the tutoring and writing center,

library, and a peer mentor.

All three criteria must be offered and present during the student’s experience in

order for the student to feel supported academically and socially. It is crucial that the

student’s experience be validated both “by in and out-of-class agents” (Rendon Linares,

Munoz, 2011, p.17). The support of faculty, staff, and fellow students will provide

students with help navigating the unfamiliar environment of higher education in a

positive and affirming manner that welcomes first generation college students to the

campus and validates their college classroom experience.

Context
The Huskie First Scholar program is for select high school seniors from target

high schools in DeKalb County. The students selected include first-generation college

students in the top 10% of their class. These high school juniors will apply through an

online application which will allow them to take a course at NIU for the fall semester of

their senior year. These students will have the opportunity to take courses such as

sociology, anthropology, genetics, foreign language, or a course of their choice in regards

Huskie First Scholar Program 8

to their future career path. The most appealing aspect of this program is that students will

take this course free of charge and if they perform well academically, they will earn

college credit. These students will have the same benefits that an enrolled college student

will have including the use of recreation and wellness center, access to library books, and

student discounts.

This will not only be beneficial to the students who will get a head start on the

college experience, but it will also hopefully encourage these students to want to attend

Northern Illinois University. Students in the Huskie First Scholar program will gain a

great scholarship if they choose to attend NIU. If a student receives a grade of B or

higher, they will be eligible for the Huskie First Scholarship of $20,000 over four years,

or $2,500 per semester.

The host college for the Huskie First Scholar program will be Northern Illinois

University. This program will be overseen through the Office of Student Engagement

and Experiential Learning at NIU. The Office of Student Engagement and Experiential

Learning allows students of all ages, whether it be prior to entering college or fourth year

students, to gain learning experience inside and outside of the classroom. This office

aims to provide opportunities for students to engage with others, apply what is learned to

real-world problems, and developing strong networks (Office of Student Engagement and

Experiential Learning, 2017). The Office of Engagement and Experiential Learning will

partner with the Admissions Office and the Financial Aid and Scholarship Office to

assure that all features of the program will be accounted.

The NIU Admissions Office plays an important role in this program. This
Huskie First Scholar Program 9

program is to help first generation students adapt to the college life prior to entering

college, however, it also helps recruit freshmen students to attend NIU. The admissions

office is in charge of contacting the Huskie First Scholar’s with application due dates and

all information needed to complete the application process. Admissions counselors will

encourage these scholars to attend NIU and remind them of the benefits they will earn

through the Financial Aid and Scholarship Office.

The Financial Aid and Scholarship Office at NIU will provide the scholars with

the benefits of free tuition while taking their chosen course as high school seniors. Along

with this assistance, this office will provide these scholars with the $20,000 Huskie First

Scholarship if they choose to attend NIU. This office will also be able to provide these

students with information regarding additional financial aid and scholarship needs.

Northern Illinois University is currently home to over 19,000 students and over

3,000 faculty members. Undergraduate students can choose from 57 majors, 73 minors,

88 emphases, and 6 pre-professional programs. The average high school class rank for

Northern Illinois freshmen in regards to percentile is 62 and the average ACT score for

freshmen is 22 (Fast Facts, 2017). According to the NIU Statement of Vision and

Mission, the vision of Northern Illinois is, “to be the premier student-centered,

research-focused public university in the Midwest, contributing to the advancement of

knowledge for the benefit of the people of the region, the state, the nation, and the

world.” The mission of Northern Illinois is, “to promote excellence and engagement in

teaching and learning, research and scholarship, creativity and artistry, and outreach and

service” (NIU Statement of Vision and Mission, 2012). The Huskie First Scholar
Huskie First Scholar Program 10

program follows the University’s vision and mission by focusing on the betterment of

students and providing these students with an opportunity to get accustomed to college

practices.

The Huskie First Scholar program is for high school seniors of any gender and

racial/cultural background. The requirements for the program include that these select

students must be in the top 10% of their class and be first generation students. This

program is aimed at first generation students because typically it is more difficult for

these students to adapt to college as they have no guidance from their family. The

Huskie First Scholar program will give first generation students the opportunity to adapt

to the college lifestyle by enrolling in a college course and having all of the amenities

available to them as any college student would have.

The target audience ties in directly with the proposed theories, which include

Rendon’s validation theory and Schlossberg’s marginalized and mattering theory. As the

Huskie First Scholar program works specifically with first generation students, validation

theory reassures the idea of high school seniors adapting to a college atmosphere. Often,

first generation college students have a difficult transition from high school to college.

This program in relation to validation theory allows students the opportunity to interact

with college peers, faculty, and staff to gain a greater sense of belonging. With these

students being in DeKalb County, they do not have to stress about feeling alienated at a

college because they will continue to live at home with their families and attend high

school with their same-aged peers. Schlossberg’s theory relates to this target audience in

the sense that these first generation college students will be working closely with the
Huskie First Scholar Program 11

Office of Student Engagement and Experiential Learning, their academic advisor, and

professor to ensure academic success and personal growth. The relationships between

students and their families, along with faculty and staff at NIU is essential to ensure

student wellness and success.

Theoretical Framework
In the 1990’s the U.S. government started to fund the National Center for

Postsecondary Teaching, Learning and Assessment, which was headquartered at

Pennsylvania State University. This center had one purpose, to assess the influences of

students’ out-of-class experiences on learning and retention (Linares & Munoz, 2011).

While conducting research with students from mostly marginalized community’s,

researchers coined a framework that would be used to describe the way in which students

feel validated within higher education or their respective institutions. The second theory

used in this paper is the one coined by Schlossberg’s, which is also known as

“Marginalization and mattering”. This theory posits the idea that students, no matter their

identity, will often, find a way to matter within their environment, even when they are a

part of a marginalized group. Furthermore, the lack of psychological studies on how

students try to make meaning of how they matter in an environment, most notably their

campus, will help to influence and shape their meaning making (Schlossberg, 1989).

Validation Theory, on the other hand, explains the means by which students feel

validated or endorsed within their environment, or more commonly their campus.

Students, especially FGCS are more likely to do better if they feel a sense of belonging to

their campus and the different environments that make up the macro level environment

(Ekal, D. E., Hurley, S. R., & Padilla, R. (2011). Such students already struggle with
Huskie First Scholar Program 12

being a part of an ostracized class. For example, first generation students, students of

color, students who are multiracial, students with disabilities, and even students within

the LGBTQ community are all examples of students who are marginalized. For these

students, it is important that they be validated within their campus but also with the

faculty and staff. This positive validation improves the lives of these students, and

changes the campus climate (Vaccaro, 2012).

Marginalization and mattering,​ is a theory that examines how students try and

make meaning of their different identities and how that affects the way they feel about

being of importance in a certain campus climate. Some students of marginalized groups

often come to college knowing that they are a minority, and they seek to fit in and feel

like they matter to their campuses. However, some students report, feeling left out, not

being smart enough, or just not being able to relate to anyone on campus. This is

problematic because it can may bring forth negative effects on their schooling. Students

who do not feel like they matter might care less about their grades, and may feel like their

campuses do not care about them or their identities (Durham, 2008). By comparison, the

more that students found comfort with their faculty the more they perceived themselves

as mattering. This indicates that faculty and staff can shape a student’s perspective on

their importance to their campus (Durham, 2008; Vaccaro, 2012).

The two theories proposed here are both important for student success. Students

need to feel that they belong in order to develop as a student. Feeling validated is an

essential part of a student’s development because it allows them to feel comfortable in a

college environment. This creates a sense of mattering, especially for students who are
Huskie First Scholar Program 13

(FGCS), and apart of other marginalized classes. The theories proposed work together

because you can not have one without the other.

The theories proposed justify our use of an academic intervention in early states

of college searching. The proposed intervention is an opportunity for FGCS to attend one

college level course, while still enrolled as a junior or senior in high school. This unique

opportunity allows students who are first- generation and part of another marginalized

group to make meaning of themselves and to feel validated within higher education. As

students earn the opportunity to work with faculty and staff in a more rigorous academic

environment, they start to make meaning of their value as students, who may not have the

same opportunities as regularly admitted students. While participating in this academic

intervention, students can see themselves doing the work at a more advanced level and

this helps them to witness their capacity to meet such demands.

As it relates to the outcomes, the theories discussed help guide our reasoning for

creating this academic intervention. While these students undergo the intervention, they

are able to make meaning of their environment, all while feeling validated that they are

doing a good job. Meeting with their respective professors in their field of interest helps

to ensure that they are feeling included in the program and that the faculty/staff have their

full support and best interest at heart. Validation theory encompasses the idea that in

order for these students to feel like their work is valued, and they are taken seriously as

students, they must see it and hear it from those with an authoritative status such as a

professor or faculty worker. Marginalization and mattering also help guide the way that

(FGCS) and other marginalized students understand themselves to find a place in their
Huskie First Scholar Program 14

environment where they feel that they matter. In this type of intervention, as students take

college courses, in this intervention they can feel the meaning that they are gaining just

by being in a different setting such as a college campus. These theories go hand- in- hand

together, they help students validate and make meaning of their identity and the

environment that they will eventually inhabit.

Programmatic Intervention
The programmatic intervention proposed is an academic opportunity for FGCS to

attend one college level course at Northern Illinois University (NIU) while enrolled as a

senior at a DeKalb County public high school. The intervention program will be called

the Huskie First Scholar program (HFS) and will allow qualified high school students to

participate in a college course during the spring or fall semester and to earn academic

credit.

The first generation college students under the HFS program will have the

opportunity to take real college courses on the campus of Northern Illinois University

and earn college credit as long as they complete the class successfully. The courses range

from anthropology to sociology to other subjects of interest in which the students can

select the courses they feel meets their future career path. Also during our intervention,

the students will get a tour of Northern Illinois University and have the opportunity to

meet with many professors from various departments. We will be sponsored by the

Office of Student Engagement and Experiential Learning and partnered with the Office of

Admissions and the Financial Aid and Scholarship Office. The students in our program

will be issued a I.D card and have access to all the different resources on campus such as

the campus recreation and wellness center, the library, the financial aid office, the TRIO
Huskie First Scholar Program 15

office, the scholarship office and cultural resource centers on campus. Our program will

be facilitated in classrooms by professors on campus. Depending on the course the

student chooses to take, the building location will differ. First generation college

students struggle with finding a sense of belonging. The validation theory explains how

students who may be considered as underserved such as first generation college students

must feel comfortable in their environment.

According to Katrevich & Aruguete (2017), first generation students are more

likely to enroll in remedial coursework and are not as willing to ask for assistance from

peers or staff members. With our intervention program it will help high school students

feel more comfortable with attending college and more familiar with the course work that

they will be taking when they attend college. It also will help students be more advanced

with college coursework. We plan to decrease the statistics of first year generation

students enrolling in remedial coursework. The Huskie First Scholar program serves as a

resource to prospective students as it encourages students to be better prepared for

college coursework and the college atmosphere.

In order to determine if our intervention is effective or not we will evaluate the

statistics on first year generation students graduating from college. We will contact the

DeKalb County high school counselors and advisors to determine if our intervention

helps students not only attend college, but also excel in their coursework. Along with

having a positive impact on these first generation college students, this program also

serves as a way to encourage students to attend NIU which will improve retention rates.

We hope that this program will persuade students to want to be a student at Northern
Huskie First Scholar Program 16

Illinois University to begin their college career.

Conclusion
The proposed programmatic intervention, the Huskie First Scholar program, is an

educational opportunity focused on providing first generation college students, currently

enrolled at a DeKalb County public high school and in good academic standing, with an

opportunity to earn college credit at Northern Illinois University. In order to be

considered for the Huskie First Scholar program, the student(s) must apply through an

online application available on the NIU website and submit, both, their high school

transcripts and a letter of recommendation from a teacher or staff member from their high

school. The student(s) must meet the following criteria to be considered for the Huskie

First Scholar program:

1. The student must be a junior in a DeKalb County public high school.

2. The student must be a first generation college student.

3. The student must be ranked in the top ten percent of their high school

class.

The Huskie First Scholar program affords eligible first generation college students with

the opportunity to attend a college level course at NIU and to earn college credit during

the spring or fall semester of their high school senior year.

The goal of the Huskie First Scholar program is to introduce first generation

college students to the college experience, both academically and socially, and to assist

them in completing the course successfully by providing them with support from their

high school teachers and staff, NIU professors, peers, and the institution. Students who
Huskie First Scholar Program 17

participate in the Huskie First Scholar program will be eligible for a four-year financial

scholarship based on their participation and academic merit in the program, should they

choose to continue their education at Northern Illinois University.

Research highlights the academic, social, and financial issues faced by first

generation college students can lead to lowered self-confidence in their ability to succeed

in college (Tym, McMillion, Barone, & Webster, 2004). The academic, social, and

economic barriers encountered by first generation college students greatly impact their

ability to successfully complete a college degree at a four-year college or university,

without the proper support and guidance. Studies have shown that with the proper

academic and social interventions and with financial support from the institution, FGCS

can successfully complete their college degree. The Huskie First Scholar program

provides first generation college students with the necessary resources needed in order for

them to succeed and thrive at Northern Illinois University.

Students identified as first generation college students will receive the full support

from, both, their high school and the Huskie First Scholar program office that will guide

and encourage students to continue their education post high school by “raising

aspirations for college, navigating the college admissions process, [and] easing the initial

transition to college” (The Pell Institute, 2006). The mission of Northern Illinois

University is, “to promote excellence and engagement in teaching and learning, research

and scholarship, creativity and artistry, and outreach and service” (2012). The Huskie

First Scholar program adheres to the University’s mission by providing first generation

college students with an opportunity to earn college credit towards a college degree in
Huskie First Scholar Program 18

order for them to experience ​“the American Dream- the promise that one can rise,

through education and hard work, to any position in society” (Reardon, 2013).
Huskie First Scholar Program 19

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