First-Generation Students Find Community in Each Other through First At Wilkes Program

Being the first person in your family to pursue a four-year degree is no mean feat. First-generation students are rightfully filled with pride and a sense of accomplishment, and yet, for many, another feeling they experience is that of being on their own. The unique challenges they face as they set out on their own can feel overwhelming. This is where the First At Wilkes program comes in.

“For many students, being first-generation is both a source of pride and pressure,” explains Tamara Moules, learning specialist in the Office of Academic Success. “There’s often a strong sense of responsibility, along with uncertainty about navigating college without a roadmap. That’s why connection and community are so important.” The First At Wilkes program provides first-generation students connection and community through not only mentors, faculty and staff who help guide them, but by bringing them together with other first-generation students who are going through the same triumphs, and struggles, that they are.

In addition to creating vital connections, first-generation students are also given access to resources which help support them along their journey. Some of these resources include mentorship opportunities, academic and life-skills workshops and a storytelling platform where students, faculty and staff can share their first-generation experiences. First At Wilkes students are also connected to existing campus resources like academic coaching, career development and wellness support. “These resources are intentional,” Moules says. “First-generation students can face unique challenges navigating college, so we aim to provide both practical guidance and a strong sense of community to help them feel confident and supported.” For undeclared first-year student Clinton Petty from Dalton, Pennsylvania, First At Wilkes has been a needed source of guidance and support. “First At Wilkes has helped me through the events they’ve put together, being extremely supportive and by connecting me with my First At Wilkes mentor, Philip Ruthkosky, dean for student success,” Petty says.

Senior psychology major, Amelia Lawrence, originally from West Wyoming, Pennsylvania, says of her experience, “It has meant a lot to me to be the first person to attend and graduate college in my family. My family is very proud of me and has supported me the entire time I was completing my bachelor’s degree. Due to my undergraduate experience, I have also been able to help my sister with applying to and completing her first year of college.” She adds, “Wilkes University has not only provided me with monetary support that has helped me afford my education, but has given me a community with abundant opportunities as well. The First At Wilkes program gives first-gen students a sense of community and pride in their achievements.”

The First At Wilkes program uses a diverse range of academic, professional and social events to help students grow connections, feel empowered and to take control of their experiences. Some of these include skill-building workshops, career readiness programs (such as “First & Forward: First-Gen Career Readiness”), but then also more casual events such as tabling and community-building activities. “These events are designed to be welcoming and accessible, giving students easy ways to get involved. They help students connect with one another, see shared experiences and build relationships – which ultimately creates a stronger sense of community and belonging,” Moules says.

Caitlin Barton, a first-year theatre major from Avondale, Arizona, has just begun to discover how the First at Wilkes program can help her. Among the ways was working with a faculty mentor who provided guidance and participating in activities with other first-generation students, such as Snack and Study events through the Office of Academic Success. “The First At Wilkes program has been really great, and Tammy in the Office of Academic Success has been super helpful,” Barton says. “My advice would be ‘Ask for help if you need it.’ There will be people who can help you if you need it.”

As she finishes up her final year, Lawrence is looking forward to her next chapter, as she has been accepted to the University of Scranton where she will be working toward a master’s in clinical mental health counseling. Lawrence then plans to pursue a doctorate in clinical psychology with the ultimate goal of conducting research and becoming a professor at a university. Barton, whose journey is just beginning, has discovered through a stagecraft class, that she loves the technical side of theatre just as much as being on stage. Her goal after graduation is to be involved with the theatre, whether that is on stage, or behind-the-scenes.

“The biggest impact has been helping students feel less alone,” Moules says. “I’ve seen students grow more confident in asking for help, connecting with others and engaging in campus life. Even small steps, like attending an event or signing up for a mentor, can make a big difference. Over time, those experiences help students build a stronger sense of belonging and belief in themselves.”