Pell Institute report
Privileged Perceptions: Comparing Practitioner Disparities in Understanding First-Generation Student Barriers
The multifaceted challenges experienced by first-generation and low-income students in higher education were accentuated by the disruptive impact of the COVID-19 pandemic. This report underscores the importance of fostering a comprehensive understanding of these students’ diverse needs, promoting heightened collaboration among practitioners, and it advocates for a shift from a deficit-centric approach to holistically support this demographic. Additionally, it delves into the escalating demand for post-secondary credentials, spotlighting the distinct obstacles faced by FGLI students, encompassing financial burdens and academic preparedness issues, all while recognizing their unique strengths and assets. It also acknowledges the disparity between K-12 (access) and post-secondary (success) practitioners, with a specific focus on challenges encompassing financial, academic, personal & social, and professional dimensions within the realm of post-secondary education.
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