Post resources here to help illuminate the hidden curriculum—the unspoken assumptions about college life that our students don’t always know about. Here’s somewhere to start.
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Cultural capital and social networks
Here’s a link to an Inside Higher Ed piece on first-gen students
Building community in community college classrooms (opinion)
It aids in the retention of students and in their overall college experience, but it is difficult and requires some creative thinking, writes Sean Gerrity.
— Read on www.insidehighered.com/advice/2020/01/07/building-community-community-college-classrooms-opinion
Things a first-gen Latinx student wishes she’d known–and things it would help us to know, too
This piece from Inside Higher Ed gives us some insights into what some of our students might be confronting in when they arrive at college, especially at predominantly white institutions. It’s a good idea to learn all you can about where students are coming from so you can make their transitions easier. Don’t assume you know, and don’t assume you can’t ask.
One note from me: what this writer calls “academic jargon” and “elitist vernacular” may just be the specialized vocabulary of your discipline. There’s no reason you can’t expect students to learn it–as she points out, the problem comes when you assume you don’t need to explain it, to teach it. Students come to your classroom with different levels of preparation. That’s not the same as different levels of intelligence.
Explaining office hours
Many first-generation college students don’t understand the concept of office hours. Some don’t feel entitled to your undivided attention, some don’t quite know what office hours are for, and some are nervous about “bothering” you. Clare Brock, who teaches at Texas Women’s University, has a great blog post you can adapt for your students. http://www.clarebrock.com/blog/office-hours
First-gen students and mental health issues
Going to look for some positive stories now, as the rewards of teaching at teaching-intensive institutions are manifold. But I did see this story this morning, so here it is, a WGBH radio spot. Keep in mind that mental health is a huge issue for students from all backgrounds. But we may need to keep a special eye on our students who may not have family cultures that address mental health issues directly. It’s hard to admit you’re having trouble if you’re carrying the hopes and expectations of your whole family.
Teaching at teaching-intensive institutions 