Marilynn Miguel, a sophomore, sociology major at Harvard College, is a first generation student familiar with the many struggles a second-generation American faces as they try to attain higher educational success. Both of Miguel’s parents immigrated from Mexico to New Jersey in hopes of providing a better life for her and her sister. Their story of handwork and determination was an inspiration to her, as she was able to attend one of the most elite colleges in the U.S. As a second-generation American, Miguel had to go on her college journey independent from her family. This independent, “I have to do it by myself” mentality that was instilled in her through her culturural values, was something she had to unlearn in her first semester at Harvard. 

When speaking on this dynamic, Miguel states, “As a first gen you kind of got here through independence and not relying on anyone. And I had a really strong cultural mindset that I had to help my parents whenever possible. Those two things kind of conflicted when I went to college that was so far away from my family. It was hard to let go of these ingrained things, like pure independence and focusing so much on my family.”

The link between educational attainment and perceived societal success exemplifies what it means to be successful for many second-generation Americans and first generation students like Miguel. 

The Center for First-Generation Student Success states that the term “first generation” “implies the possibility that a student may lack the critical cultural capital necessary for college success because their parents did not attend college;” these are often the students of parents who weren’t able to attain a bachelor’s degree. The Pew Research Center defines a second-generation American as U.S. born children of immigrants. Second-generation Americans are often first-generation students. 

According to the Center for First-Generation Student Success, as of academic year 2015-16, 56% of undergraduates nationally were first-generation college students. When specifically looking at second-generation American citizens who are students, their commitment to being successful in their careers and education is greater than that of continuing-generation Americans. In fact, a survey done by the Pew Research Center found that second-generation Americans place more importance than the general public does on hard work and career success. Despite the continued success that second-generation Americans display, studies and testimonies have shown that they face many struggles as they strive for higher education and a life better than the one their parents had growing up.

Miguel, for instance, found it hard to seek out help and use her resources her freshman year at Harvard. She had to learn that it was okay to ask for help, go to office hours, and meet with her advisors. 

Another form of support Miguel found, outside of the academic support the school provided, was through an on-campus organization called Harvard Primus. Harvard Primus is a group for first-generation, low income, and other students for whom coming to college and to Harvard is significant for their families and communities and also comes with a set of shared experiences and challenges.  

“I love my community…they where the first to accept me,” Miguel said. The community that she is referring to is one that is defined as FGLI (pronounced “Figly”) and which stands for first-generation, low income. Harvard Primus is one of the many organizations on the college’s campus that brings FGLI students together, so that they can support and connect with each other. 

“For the first time in my life not only did I have to focus on myself in order to succeed, but also there were so many alternatives and support systems at Harvard that I didn’t really know I had to study and get a hold of,” said Miguel.

With the help of this support system, Miguel is able to continue to excel through her second year at Harvard, while being on the board of two campus clubs, a directer of a non-profit, and an intern at another non-profit. 

Another story of a second-generation American, being influenced by their parent’s story of handwork and determination, is one that Ferdinand Moscat writes about in his self-published children’s book entitled “The Day I Realized I Love You.”

Moscat is a freshman, theater major at Northwestern University. His parents immigrated from Italy to Vineland, New Jersey, in 1992. His book, “The Day I Realized I Love You,” displays the loving relationship between a child and their immigrant parent— a plot that was inspired by the relationship he has with his own parents.

When asked to elaborate on “The Day I Realized I Love You,” Ferdinand says, “It goes into what that looks like for some families, what it means to be a first-generation American child, and what it’s like to have a parent that gave everything up so you could have a better life.”

“One specific moment that inspired this book was the day my parents took me to an acting coach…They invested in my dreams, even when they fully didn’t understand them,” said Moscat.

Miguel and Moscat are just two of the many stories that come from the lives of immigrants. For both Miguel and Moscat, support systems outside of their family were necessary for them to achieve their goals. For instance, the summer before getting accepted into Harvard, Miguel was accepted into the New Jersey Scholar’s Program, a selective residential summer program for academically talented high school students residing in New Jersey. Through this academic program, she was able to prepare for college, meet mentors who coached her through her college application process, and meet other FGLI students who she stays in touch with.

On the other hand, Moscat, was award a QuestBridge National College Match Scholarship, earning a full ride to Northwestern University. QuestBridge is a national nonprofit that connects the nation’s most exceptional students from low-income backgrounds with leading institutions of higher education and further life opportunities.Only about 1,000 students across the nation are selected each academic year for this scholarship. 

Elyse Matriccino, the senior guidance counselor at Vineland High School, the New Jersey high school that Moscat and Miguel both graduated from, speaks on the significance of programs like Questbridge and the New Jersey Scholars Program.

“Vineland High School has a large second-generation American population and these college support programs are essential for these students and other first-gen students… They create a support system for first-gen students so that they will be successful when they attend these very elite schools.”

Miguel and Moscat were lucky enough to form these support systems outside of the ones provided by their parents; however, for many first-generation students, this isn’t the reality. According to the Center for First-Generation Student Success, six years after first entering postsecondary education, 56% of first-generation college students had not earned any postsecondary credential, compared to 40% of continuing-generation student. First-generation students are also less likely to have a mentor and are more likely to need more financial aid than continuing-generation students. This demonstrates that there are still academic disparities between FGLI students and continuing-generation students. To remedy this, more effort has to be made to give support to students who like Miguel and Moscat, are both first-generation students and children of immigrants.

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