It’s crucial to remember that each student brings their own unique experiences and challenges to the table. This perspective has shaped the way I approach my work — with humility, patience and a deep commitment to making education more inclusive for everyone.
Q: Can you describe some of the unique challenges or barriers you faced as a first-gen student, and how did you overcome them?
As a first-gen student, one of the unique challenges I faced was understanding how the small student-to-teacher ratio, which I knew was supposed to be a good thing, would actually play out in my college experience. I hadn’t heard of office hours until I saw them listed on my syllabus during my first week of classes. Initially, I assumed they were only meant for students struggling academically, so I avoided them to not seem like I wasn’t doing well.
Later, I realized office hours weren’t just for academic help but also an opportunity to engage with professors and build connections. I didn’t know these interactions could enhance my experience and lead to mentorship and guidance.
I come from a cultural background where teachers are treated with the utmost respect, and are seen as authority figures. I wasn’t used to the more casual, collegial relationships that students at small liberal arts colleges in the U.S. often develop with professors. Approaching professors for informal conversations or questioning their ideas felt foreign to me.
I didn’t really go to office hours during my freshman year, and even in my sophomore year, I attended only sporadically. I noticed others around me forming close relationships with their professors and advisers, which felt out of reach. It wasn’t until I asked my friends what they actually did during office hours that things began to click. They helped me understand how professor-student relationships could be cultivated through informal, one-on-one conversations.
By senior year, I learned how to make better use of office hours and started building mentoring relationships with my professors. However, overcoming the difference in cultural norms took time and effort. Eventually, I became more comfortable approaching professors and seeing them as mentors, which significantly enhanced my academic experience.
Q: As a first-gen staff member at Brown, how do you draw on your own experiences to support first-gen students here?
I often draw on my own experiences to better support first-gen students by focusing on clear and accessible communication. One of my biggest frustrations is when universities use academic or administrative jargon to explain processes or requirements.
Often, staff use this language so frequently that it becomes second nature to them, or they assume certain concepts are obvious, without realizing that these terms may be completely unfamiliar to some students. I always encourage my team to find ways to simplify the language we use or add context to ensure that every student, regardless of background, fully understands what's being communicated.
Q: What resources or support systems at Brown are most helpful to first-gen students?
One of the most helpful resources for first-gen students at Brown is the team at the Center for Master's Student Excellence. My colleagues there are incredibly dedicated and serve as a great first point of contact for a wide range of questions and topics.
They are well-prepared to assist students directly and can also connect them with other resources or departments across the University when needed. Their support helps first-gen students navigate the complexities of graduate school, whether it's academic guidance, professional development or finding the right campus resources.
Q: What advice would you give to current first-gen students who might be feeling overwhelmed or unsure of their path at Brown?
My advice to current first-gen students feeling overwhelmed or unsure of their path at Brown is to remember that the University is filled with people who genuinely want to help you succeed. Faculty and staff are open, generous with their time and more than willing to provide assistance.
The challenge often lies in encouraging students to ask for that help. It took me time in college to overcome the stigma I had wrongly attached to seeking help, both academically and personally.
