Divergent Pathways: How Pre‐Orientation Programs Can Shape the Transition to College for First‐Generation, Low‐Income Students1

Abstract

First‐generation, low‐income (FGLI) students attend college at historically high rates in the United States. However, FGLI students continue to struggle in transitioning to college, particularly in elite universities. In this article, we engage with interview and supplemental survey data from 40 FGLI students at an elite university to demonstrate how self‐advocacy skills—conceptualized as a form of cultural capital—can support FGLI students' transition into college. We do this through the case of pre‐orientation programs, which are increasingly offered across universities, where half of the sample participated in pre‐orientation and half did not. We interviewed both subsets at the start of their first academic year, as well as during their COVID‐19‐induced departure from campus residences. In response, we argue that students who participated in pre‐orientation more often demonstrate self‐advocacy skills, both in‐person and online, especially in comparison with those who did not participate. We show that forming relationships with peers, as well as faculty and staff, during pre‐orientation is key to enacting self‐advocacy. Lastly, we also respond to previous studies that typically associate self‐advocacy skills with the cultural competencies of higher‐income and continuing‐generation students, while making clear how these skills can benefit FGLI students in transitioning into school.