First-Generation College Students and RCT: A Strengths-Based Approach

By: Alyssa Ricke, Applied Clinical Psychology masters program Class of 2024

Examination of first-generation college students’ (FGCS) journeys up to and through higher education has primarily focused on the challenges this population faces. Inherent to this conversation is who is considered to be a FGCS. A few variations include, “first person in someone’s immediate family of origin to attend college,” “first in their family to pursue post-secondary education,” and “students whose parents did not complete college with a 4-year degree” (Brown et al., 2020; Gibbons et al., 2016; Goldman et al., 2021). This discontinuity in who is considered a FGCS can have effects in what resources are available, academic perceptions or assumptions made, and how they identify within a community. For the purpose of this paper, a FGCS will be defined as the first person in their immediate family to attend college.

When considering intersectionality, it is important to note that there is an overrepresentation of lower SES individuals and racial/ethnic minority groups in FGCS (Brown et al., 2020). Due to this overrepresentation, the implications of research being deficit-based should be considered. This perspective suggests that individuals with certain socioeconomic, race, and/or ethnic identities are more inherently at risk. Historical barriers for non-White, lower SES students and the education system’s contribution to the individualistic culture of college may be useful in conceptualizing why FGCS have poorer mental health conditions than their non-first-generation college student (NFGCS) peers.

Much research has been done and attention paid toward the difficulties FGCS face in college. Evidence of higher rates of depression, anxiety, academia stress and difficulty, and a lower sense of belonging has been found among this community compared to NFGCS (Keefe et al., 2022). While these challenges are important to consider and have informed colleges about efforts to alleviate this distress, strengths-based research is lacking. In the following text, the relational-cultural theory (RCT) will be applied to FGCS, exploring the strengths of this population, what this means for mental health outcomes, and any clinical implications or recommendations.

Relational-Cultural Theory (RCT)

Relational cultural theory was created by Jean Baker Miller and other female psychologists in 1976 while working with female clients (Brown et al., 2020). The tenets of this theory offer up an alternative perspective to a previously individualistic approach to development that emphasized the importance of independence and self-sufficiency. Instead, growth and fostering interpersonal relationships is believed to contribute to better clinical outcomes according to RCT. Relational awareness, empathy, and authenticity are considered important elements. As mentioned, this theory was created to flip the script on individualism and its contribution to personal development. However, based on this theory, the necessity of strong interpersonal relations is inherent to all women. This generalization reinforces gender stereotypes regarding a woman’s need for intimate connection. In a similar strain, RCT assumes that if we treat others with mutual respect and care, that growth and positive interpersonal relations will be inevitable (Purgason et al., 2016). That this collectivist approach is necessary for success. However, the assumptions that togetherness is essential for positive outcomes leaves out other perspectives and cultural views, as well as possible positive contributions an individualistic approach may have.

While this theory was originally intended for treating women, its application to other marginalized groups, such as FGCS, is promising (Brown et al., 2020). College is an environment that possesses individualistic cultural norms, promoting complete autonomy and solo success. This contrasts with the cultural distance between students’ community and academic environment, as cited by FGCS. According to RCT, this lack of interpersonal relations directly contributes to a lack of growth and subsequent challenges (i.e., depression, anxiety, etc.). With a foundation provided by RCT regarding mutual growth and connection, strengths of having a strong community connection can be explored.

Mental Health Outcomes

A study done by Keefe et al. (2022) analyzed the difference in presenting symptoms among FGCS versus NFGCS using the CCAPS-34, which measures student distress based on seven subscales: depression, generalized anxiety, social anxiety, academic distress, eating concerns, hostility, and alcohol use. Compared to their NFGCS peers, FGCS reported significantly higher rates of depression (p = .046), anxiety (p = .006), academic distress

(p < .001), and hostility (p < .001). Based on this research, addressing the mental health difficulties in FGCS compared to their peers is worthwhile. However, the RCT and a strengths-based approach could be useful in conceptualizing and treating FGCS at a relations level.

Research by Brown and colleagues turns the conversation toward focusing on what factors influence FGCS success using a strengths-based approach. Brown et al. asked FGCS graduates serving as college counselors to identify what factors in their lives were motivators in their time as FGCS (2020). Results identified external motivators of predetermination (i.e., attending college was always the objective), parental example (i.e., hardworking parental figures), and church (i.e., providing relational and communal support), as well as internal motivators of courageousness, perseverance, and adaptability. Participants viewed themselves as persistent, motivated, not entitled, self-reliant, and adaptable (Brown et al., 2020). All participants indicated relationships with those in their community of origin to be influential in their success, supporting RCT’s emphasis on the importance of interpersonal relationships. This contradicts college cultural norms that reinforce individualistic approaches to higher education. Instead of engaging in clinical treatment with a “fixing” perspective, therapists can capitalize on and nurture existing relational connections and support.

Clinical Implications & Recommendations

Using a strengths-based approach to clinical practice when treating FGCS can help to focus on positive influences rather than take a problem-solving approach. Brown et al. (2020) suggested a few ways in which this can be reflected clinically. First, is to magnify FGCS voices and sharing personal stories with underclassman. Hearing success stories can positive influence first-year student success. Second, recruiting and utilizing FGCS counselors and mentors in serving the FGCS community. Giving a platform to professionals that have expertise—professionally or personally—on being and working with FGCS can provide valuable guidance to clients. Familiarizing oneself with existing community support available and how clients can access these services is a great objective.

Clinicians can also utilize certain strengths-based tools to aid in therapy. For instance, the CliftonStrengths Assessment identifies student strengths and has been found to increase student retention rates, student engagement on campus, and overall well-being (Brown et al., 2020). Identifying present strengths and how they can be used for success in college could be a helpful. This tool’s cost may be funded through a clinician’s university or may cost a given fee. Another useful recommendation and resource stems from the American Counseling Association’s interest groups that host conversations for a variety of different multicultural topics. These include research articles, blogs, and discussion forums (https://www.counseling.org/aca-community/aca-connect/interest-networks#Ethics ). In keeping with RCT, providing a similar space for these networks and conversations at a college level could facilitate mutual support and interpersonal connection that can be informative to professionals in treating FGCS, as well as connecting students with mentors and faculty (Brown et al., 2020).

Conclusion

First-generation college students are not a problem to be fixed. Approaching treatment of this population through a strengths-based approach with a foundation of RCT can help to facilitate change while respecting cultural ties. Utilizing already existing resources, creating new networks, and magnifying FGCS voices can aid in fostering this group-oriented approach to college, leaving behind the cultural norm of individualism.

References

American Counseling Association (n.d.). ACA Community: Interest Networks. American Counseling Association. https://www.counseling.org/aca-community/aca-connect/interest-networks#Ethics

Brown, E. M., Ramrakhiani, S., & Tate, K. A. (2020). Not a problem to be fixed: Successful first‐generation graduates and implications for college counselors. Journal of Multicultural Counseling and Development, 48(4), 243-256. Not a Problem to Be Fixed: Successful First-Generation Graduates and Implications for College Counselors

Gibbons, M. M., Rhinehart, A., & Hardin, E. (2019). How first-generation college students adjust to college. Journal of College Student Retention: Research, Theory and Practice, 20(4), 488-510. How First-Generation College Students Adjust to College

Goldman, J., Cavazos, J., Heddy, B. C., & Pugh, K. J. (2021). Emotions, values, and engagement: Understanding motivation of first-generation college students. Scholarship of Teaching and Learning in Psychology, Emotions, values, and engagement: Understanding motivation of first-generation college students.

Keefe, K. M., Hammersley, J., Sizemore, S., Bainter, G., & Najdek, R. (2022). Presenting symptoms and psychological treatment outcomes among first-generation and non-first-generation college students. Journal of College Student Psychotherapy, 36(2), 135-148. Presenting Symptoms and Psychological Treatment Outcomes among First-Generation and Non-First-Generation College Students

Purgason, L. L., Avent, J. R., Cashwell, C. S., Jordan, M. E., & Reese, R. F. (2016). Culturally relevant advising: Applying relational-cultural theory in counselor education. Journal of Counseling & Development, 94(4), 429-436. Culturally Relevant Advising: Applying Relational-Cultural Theory in Counselor Education