April Heaney
Teachers early in their careers sometimes make the mindset mistake of thinking of their traditional-age college freshmen (or sophomores) as older than they are—imagining that their fresh-faced students are able to think and behave more like an early twenties adult. Many students at eighteen or nineteen are nowhere near the “selves” they will become in only 2-3 years.
When they enter college, our students’ brains are undergoing massive evolutions. Their capacity to handle abstract thought is (for many) just starting to grow. In a couple years they will be better able to “discern underlying principles and apply them to new situations; think about the future considering many possibilities and logical outcomes; consider different points of view at the same time; show increased empathy and concern; develop interest in societal issues; and value the diversity of people (and their perspectives) and appreciate that there may be many right answers to a problem” (State Adolescence Health Resource Center). In fact, developmental scholars argue that achieving traditional milestones of adulthood is a longer and more complicated process than ever before.
Teachers can adjust their mindset to see that students are at different stages in this process toward abstract thought in their first years of college. The vast majority, though, are preoccupied with their own identities–where they fit in, what they are able to do and become, how their own values match with their parents’, and who might be an ideal romantic partner.
Our students who come from underrepresented/underprivileged communities have a harder time negotiating these stages alongside the uncertainty toward their future in college. Instead of possessing a long-formed confidence in their ability (and inevitable path) to graduate, these students feel deep insecurity in their chances of “making it” in higher education. Imposter syndrome abounds. They believe mistakes and setbacks are sure signs that they should throw in the towel. In fact, they are looking for these red flags around every turn. Some do not have full family support for their college aspirations; others are not sure their path through college is worth the feeling of apartness that grows between them and their non-college attending family and childhood peers.
First-Year Student: “My parents not going through the college experience made my first semester difficult for me (and them). I wasn’t expecting the work load and the fact that the professors don’t understand that I need more help than other students do. I have been rethinking being here at college, and I need major help getting it figured out before I leave. I wish I had known that I didn’t have to rely only on myself…there are many resources for whatever you are dealing with but they are not easy to find at first.“
Teachers can help with these challenges in small, literacy-focused classes—these classes are ideal for pairing reading, writing, research, and presentation content alongside weekly attention to issues of identity and college integration. Our students may not find support like this in any other avenue during their first key months in college.
Next week’s blog–and through the coming months–will discuss concrete strategies for teachers. To begin, here are a few tips on setting off on this journey with a healthy mindset:
- Believe whole-heartedly that facilitating academic identity and integration is as valuable as any disciplinary content presented in your curriculum. Sadly, the elitism baked into our understanding of academia is toxic to any progress toward greater social mobility, social justice, and equity in the U.S. We’ve all heard about professors who aim to “weed out” the “bad” students, and those in higher ed who resist helping underprepared students for fear of reducing standards or doing the work of high school teachers. However, authors including Paul Tough and Cathy Davidson give abundant evidence that including social justice goals in early-college curriculum (e.g. Math, writing, science) have life-long positive impacts on underrepresented students, while also “lifting” the entire class’s learning.
- Understand that the results of your efforts to support academic identity and integration may not show up in the (same) semester you embed these skills. It has been shown in many studies that students often need more than a few months to act on this learning—even though they can internalize the ideas sooner. In other words, your teaching may (in some students’ cases) become an investment in the future persistence and habits of your current students. Don’t let this delay discourage your commitment to open these doors for your students!
- Some students may not be ready to face college at this juncture in their young lives. In these cases, your efforts will go a long way toward supporting your students’ resolve to return to higher education later in their lives; your teaching may also help them to find a path to exit the university with purpose (and integrity).
- Beware of the temptation to find a good book on college transition and success rather than forming meaningful curriculum around these issues. It is important for students to experience these lessons as dynamic, student-centered, and flexible to the needs of the class. Along these lines, avoid a “lecture” or “class visitors” approach to academic identity and integration. These formats may offer a bit of help, but will turn off most students to absorbing or applying content.