The Higher Education Act of 1965 defined the term “first-generation college student” as an individual whose parents, or the sole parent they lived with and were supported by, did not complete a baccalaureate degree. According to RTI International, roughly 54% percent of undergraduates in 2020 were considered first-generation. This can present many challenges as students work toward their degrees, as evidenced by the fact that the nationwide first-generation graduation rate is 24%, compared with 59% for continuing-generation students.
Despite these additional challenges, however, first-generation students can find great success as they complete their education and embark on careers. The Department of Chemistry & Biochemistry is home to many highly accomplished first-generation college graduates, and here we share some of their stories so that others might learn from their experiences.
The inspiration to pursue a four-year degree is highly personal. For some, encouragement from their parents steered them. Steven Corcelli, Professor and Department Chair, said “Even though it was not the path they followed, my parents never wavered that my brother and I should attend college immediately after high school. They saw higher education as a clear path to a better future for us.” For others, their own natural curiosity, particularly when encouraged by teachers and mentors along the way, spurred them to want to further their education. Assistant Professor Kaiyu Fu said “My curiosity about the world around me inspired me. As a child, my parents bought me a popular science book series, One Hundred Thousand Whys, as a holiday gift. It became a way for them to answer my endless questions they couldn't address, like why neon lights on the street display different colors, or why spilling water on burning oil makes the fire worse. Later, like many of my colleagues, I was fortunate to have an excellent high school chemistry teacher who partially addressed my curiosity.” Likewise, Brittany Morgan, John V. O’Connor Assistant Professor in Cancer Drug Discovery shared that she “had a phenomenal high school chemistry teacher who recognized my talent in science and constantly encouraged me to pursue a college degree.” She was also encouraged by a pharmacist with whom she interned in high school who “took me under his wing and was a constant encouragement to dream big.”
After matriculation, first-generation students may face challenges. Financial challenges are often a major consideration, as is being familiar with what types of resources are available to students. “Financial challenges and fitting into a community dominated by those with affluent backgrounds was hard. In hindsight, so many things I didn't know about (like getting academic help) could have made my time in college easier,” according to Corcelli. Associate Teaching Professor Kelley Young echoed this sentiment, saying “Some of the toughest obstacles I faced were financial. I worked for everything I had, including during college and over the summer. Also, navigating financial aid, taxes, and career discernment were challenging.” Professor Brandon Ashfeld indicated “balancing academic, professional, and personal obligations was the most challenging obstacle. I was not aware of resources from the university, but I also never sought out such resources.” Additionally, many first-generation students find that explaining their interest to family members can be unexpectedly difficult. Allen Oliver, Research Professor and Director of the Molecular Structure Facility, indicated “Some of the toughest obstacles I faced were within my family. It was difficult to explain to my father in particular why I wished to follow an academic approach to my life. He had hoped that my brothers and I would all go into the trades much as he had. Several of my family are in the trades. This said, my parents did support my choice.”
However, overcoming these obstacles not only led to success, but developed resilience and problem-solving skills. Fu said “Without proper mentorship, family support, or peer communication, it’s easy to feel stuck inside the box. To overcome this, I learned to seek out opportunities to connect with others, step outside my comfort zone, and challenge myself to grow in rewarding ways.” Corcelli shared that “the struggles I overcame instilled a deep sense of resilience and perspective that benefited me in way I could never have predicted.”
Reflecting on their experiences, the professors had some final advice for first-generation students.
Ashfeld: “Solicit advice and listen to as many people as you can who have already gone through what you are trying to accomplish, regardless of their background. Most people have followed distinctly different paths to get where they are, and seeing how various people handled the challenges they faced will help you determine the path that works best for you.”
Corcelli: “Find a trusted mentor, or better yet, several trusted mentors. Don’t hesitate to get help and advice early and often. Know that you are not alone and there is no limit to your success.”
Fu: “Think outside the box. Everyone’s background, prior knowledge, and life experiences are treasures and unique strengths. Every shortcut and detour in our life journey can be like the two faces of Janus – they shape who we are and provide lessons that can guide us forward.”
Morgan: “One of the easier things to do is to have a list of peers, colleagues, and professors who are willing to answer your questions without judgment, independent of how minor the questions may seem. Also, if possible, find someone to sponsor you – someone who invests in your success and is willing to advocate and open doors for you. Have an open mind about who your mentors and sponsors could be, and when you see someone who is taking a keen interest in your success, foster that relationship.”
Oliver: “Work hard and dedicate yourself to learning new knowledge. If you can, find what inspires you, and be willing to meet with failure and learn from it.”
Young: “You absolutely belong here. You have earned your place, and you will be better for your grit, determination, and winding path to get to what’s next for you.”
Notre Dame has many resources available for first generation students and families, ranging from student support and counseling to career advice. These resources, along with a number of interviews from current first generation students, can be found here.
Brandon Ashfeld is a Professor and previous Director of Graduate Studies. He completed his bachelor’s degree at the University of Minnesota-Twin Cities, his doctoral degree at the University of Texas-Austin, and postdoctoral training at Stanford University. He is the recipient of a Ruth L. Kirschstein Postdoctoral Fellowship, a National Science Foundation Career Award, and the University of Notre Dame Faculty Scholarship Award.
Steven Corcelli is a Professor and Chair of the Department of Chemistry & Biochemistry. He completed his bachelor’s degree at Brown University, his doctoral degree at Yale University, and postdoctoral training at the University of Wisconsin. He is the recipient of a Ruth L. Kisrchstein National Service Research Award, the Camille and Henry Dreyfus New Faculty Award, the National Science Foundation Career Award, a Sloan Research Fellowship, and a Kavli Fellowship. Corcelli is also a Fellow of the American Chemical Society.
Kaiyu Fu is an Assistant Professor. He completed his bachelor’s degree at Sichuan University, his master’s degree at Fudan University, his doctoral degree at Note Dame, and his postdoctoral training at Stanford University. He is the recipient of a J. Peter Grace Fellowship and the ACS Division of Analytical Chemistry Graduate Fellowship.
Brittany Morgan is the John V. O’Connor Assistant Professor in Cancer Drug Discovery. She completed her bachelor’s degree at Western Kentucky University, her doctoral degree at Duke University, and her postdoctoral training at the University of Michigan. She is the recipient of a WKU Ogden Scholar Award, a Burroughs Wellcome Graduate Fellowship, a Ruth L. Kirschstein Postdoctoral Fellowship, and Burroughs Wellcome Fund Career Award at the Scientific Interface.
Allen Oliver is a Research Professor and the Director of the Molecular Structure Facility. He completed his bachelor’s, master’s, and doctoral degrees at Waikato University in New Zealand, and his postdoctoral training at the University of California-Berkeley. He is Past President of the American Crystallographic Association and a recipient of the College of Science Outstanding Research Scientist Award.
Kelley Young is an Associate Teaching Professor and Boler Family Director of the Mary E. Galvin Science & Engineering Scholars Program. She completed her bachelor’s degree at Adrian College and her doctoral degree from Michigan State University. She is the recipient of the Thomas P. Madden Award and the Rev. Edmund P. Joyce, C.S.C., Award for Excellence in Teaching.