Changing Cultural Contexts for Black First-Generation Students
It’s Black History Month! Just this week, LeBron James shattered NBA scoring records, further cementing his legacy in the history books. I’m thrilled with the progress made across the sports and education industries. But I always have this nagging thought about “the first Black” precursors when quantifying our achievements. I think deeply about the intersectionality of what that means. Being the first at something is challenging enough. Compound that with being Black, and it’s a scenario that seems impossible to scale. From my vantage point, this is especially evident when we look at the strides of first-generation Black college students on our campuses. Many of them are making history, too — for their families and communities. These students sometimes continue poverty cycles while trying to make Black history. It’s both an honor and a burden. As higher education leaders, part of our role in helping clear their pathway rests in our ability to help them change their cultural contexts to lift the burden and support the honor.
My grandmother grew up in a completely different time and cultural context. How she and I view the same scenario often results in differing takeaways. I remember having her come to my house for dinner. As we prepared, I noticed that she split each paper towel in two before using them or placing them on the table. She’d been doing this for as long as I can remember, but it clicked for me this night. This habit was learned through surviving the Great Depression as a Black girl in Louisiana. I reassured her that it was okay to use an entire paper towel. The cost of paper towels would not be the thing that broke us. I began to think about my own habits developed through cultural experience. Some things I did out of necessity and survival. Other habits were offshoots that had been passed down to me. They didn’t serve me well, but it was what I knew. Some of our first-generation students are experiencing similar culture wars. What they know is in direct opposition to what they are learning. So how do we support these students? It requires us to identify and address the change in their cultural contexts intentionally. Here are five ways we can offer this support.
● Acknowledge (instead of avoiding) that harmful external factors may impact their performance. Stepping onto campus or into a classroom does not stop the happenings on the outside.
● Create a safe space for these students to share their experiences. Make space in time and location for students to unpack some culturally linked challenges they face.
● Listen to hear, not to solve. Some of our students need someone to listen, a place to be honest about what they’re experiencing.
● Discuss generational poverty and alternatives. It’s no secret that generational poverty for Black families is systematic. We must change the access to information so that our students learn the tools their peers already know and use to get ahead.
● Offer strategies to combat feelings of guilt and shame. Rianka Dorsainvil, CFP summarized the experience in her CNBC op-ed First-generation Black wealth builders must embrace their success and put themselves first. “Many individuals are the first in their family to go to college, earn a high salary, or have some disposable income. Instead of enjoying their success, many feel a sense of guilt.”
Our leadership roles in higher education extend beyond distributing syllabi and delivering lectures. Student Affairs requires more than planning engaging programming to say students are active on campus. Genuine support requires us to give specific care and attention to our students. We must move from wanting them to be academically successful and wishing they go on to make our institutions look good. We must move to support them in redefining and making Black history on their terms. This may not be on the same level of the public platform as the LeBrons of the world, but it can be the beginning of a new historical narrative for their families and local communities. It’s time to help change the cultural contexts of our first-generation Black students.
