POTENTIAL FAMILY and MENTAL HEALTH CONSIDERATIONS for WORKING with FIRST GENERATION COLLEGE STUDENTS EXPLORING CAREERS

IntroductionMany FGCSs are the first in their families to attend college; others are the hope in their families to be the first to graduate from a four-year college. The US Department of Education defined first-generation college student (FGCS) in the Higher Education Act of 1965 as an individual whose parents did not complete a Bachelor's degree. Often described in the literature as pioneers (Bui, 2002; Goria & Castellanos, 2012; Orbe, 2004), these students are acutely aware of their unique position in and responsibility to their families indicating bringing honor to their families, gaining respect and/or status, and helping their families out financially as reasons for attending college (Bui, 2002). Other FGCSs have reported attending college to pursue careers they would not have the qualifications to pursue without a Bachelors degree (Byrd M Coffman, 2011; Gibbons & Woodside, 2014; Martinez, Sher, Krull, & Wood, 2009). When a student's stated purpose for attending college centers on family and career, what happens when that student's career interests change or they are not successful in pursuing the original major and/or career of their choice? For FGCSs who are reconsidering their future careers either due to forced choice or changing interests, this decision can naturally trigger other concerns including a lost sense of purpose, lost sense of belonging, and familial issues. Given that researchers have reported that first-generation college students are retained at alarmingly lower rates compared to their peers during the first year of college (Ishitani 2003; 2006), an awareness of the unique strengths and challenges when working with this population could help career practitioners assist in the retention efforts of these students. In fact, career motives for college attendance may hold an important key to the retention puzzle for FGCSs.In a study of ethnic minority FGCSs, Dennis, Phinney, and Chuateco (2005) found that career/ personal motivations for college attendance predicted college adjustment and that these motivations may also have an effect on college commitment. With this information in mind, career practitioners are well situated to not only assist students in career exploration, but to also play a part in university retention efforts for FGCSs. Understanding and exploring the overlapping career and mental health concerns of this population during career counseling can assist FGCSs in their career and educational journey as well as assist them with communicating their experiences and decisions more effectively to their families.Family and Mental Health ConcernsFGCSs have discussed the position they hold in their families as college-attending pioneers and role models for other family members (Goria & Castellanos, 2012). In the past, FGCSs have reported attending college to bring honor to their families (Bui, 2002). It is not uncommon for any college student to feel they are a source of pride for the family; their career goals and achievements in college becoming stories discussed among the family and community. In addition to this pride, FGCSs have also reported feelings of guilt surrounding attending college while their parents struggle at home, or guilt for choosing college activities over family (Bradbury & Mather, 2009; Covarrubias and Fryeberg, 2014; Olenchak & Hebert, 2002; Stieha, 2010). These feelings of guilt can even extend to the decision to attend college. In a study of Latina FGCSs enrolled at a four-year university, Gloria and Castellanos (2012) reported that the families of study participants questioned their decision to go to college and some were accused of abandoning their families. Career practitioners may note that family pride can be a strength when working with FGCSs and it can complicate the career decision making process.The impact of perceived support on the mental health of FGCSs cannot be ignored when working with this population. …