First-generation rebels: Defining first-generation students as a subculture. A testament to accessibility issues within the seconday U.S. education system.

Abstract

In Dean M. Rockwell's article, "A Systematic Review of First-Generation College Students' Mental Health," Rockwell evaluates the likelihood of first-generation students developing mental illnesses due to lack of resources. Dean M. Rockwell and Sasha Y. Kimel analyze data from one hundred different sources to discuss first-generation students' mental health compared to continuing generation students. Rockwell and Kimel conclude that yes, first-generation students tend to have more mental health issues compared to continuing generation students; however, this finding is only prevalent when three factors are considered: interdependence, family and professor support (sense of community), and "cultural mismatch" (10). When these three factors were not considered or weighed, first-generation students proved to be equally mentally burdened as their continuing generation of peers. However, Rockwell and Kimel suggest reference groups affecting the ability to collect accurate data, therefore skewing their findings. For instance, due to first-generation students' demonstrated resilience, they could be less likely to succumb to mental health issues. Similarly, even if first-generation students suffer mental health concerns, they may be less likely to report such concerns due to their resilience. Paradoxically, continuing generational students may be more likely to report mental health concerns due to an upbringing in "therapy culture," or, having financial access to therapy (9). To combat anxiety, stress, and depression within first-generation students, Rockwell and Kimel suggest bringing interdependence into the classroom through group projects, community support through clubs, financial/professor meet-ups (explaining opportunities and options) and finding ways to bring certain cultures to the campus. Campoverdi in her memoir, First-gen, describes being first-generation as "skating on thin ice," remarking how, when you live on thin ice, you skate faster to avoid falling in (Campoverdi 90). Campoverdi explores the thought of inherited trauma (intergenerational trauma and epigenetics) along with family alienation. The further into her educational program she got, the less in common she felt she had with her family. Through Campoverdi's study of familial backgrounds, she explains finding her true self through reconnecting with her Latino community. Fariha Chaudhry also explores generational and intergenerational trauma in "The Psychological Impact of Trauma Across Generations," explaining that reconnecting with cultural roots, cultural pride, and identity can "create a narrative of strength and resilience" (Chaudhry 9). Community resilience and supportive relationships are also mentioned as key psychological factors in working through generational trauma.