IN CONVERSATION WITH VUYO MNTUYEDWA
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Being the first person in a family to attend university is often celebrated as a major achievement, not only for the student but for the entire family. For many first-generation university students, obtaining a degree represents an opportunity to change their family's circumstances, break generational barriers and create opportunities that previous generations may not have had. However, behind this achievement is an experience that can come with significant pressure, as these students often carry the hopes, dreams and expectations of their families while trying to navigate an unfamiliar academic environment.
Unlike students whose parents or siblings have previously attended university, first-generation students may not have immediate family members who understand the demands of higher education or can guide them through the university experience. They may have to figure out academic expectations, university administration, funding applications, career decisions and the transition into independent living largely on their own. This can create additional challenges, particularly when they are balancing their studies with financial difficulties, family responsibilities and the pressure to succeed. Research on first-generation students also highlights the importance of belonging, mentorship, institutional support and access to social networks in helping them adjust to university life.
The emotional expectations can be just as demanding as the academic ones. For some students, there is an unspoken responsibility to succeed because their families have made sacrifices to ensure they receive an education. This can create feelings of guilt, fear of failure and the pressure to be a role model for younger siblings and other family members. At the same time, first-generation students are developing their own identities, ambitions and understanding of what success means to them. This conversation therefore seeks to explore both sides of the experience: the pride of becoming the first and the often-unspoken emotional, social and academic responsibilities that come with it.
Research conducted in South African universities has also highlighted the importance of understanding the first-generation student experience beyond academic performance. A 2024 study by researchers Luzelle Naudé and Diana Breshears, published in the Journal of Education, explored the experiences of 17 first-generation university students in South Africa. The findings revealed that being accepted into university was often viewed as a family achievement and a symbol of hope for a better future. However, students also experienced pressure to break generational cycles of poverty, meet family expectations and eventually improve their families' financial circumstances.
Unlike students whose parents or siblings have previously attended university, first-generation students may not have immediate family members who understand the demands of higher education or can guide them through the university experience. They may have to figure out academic expectations, university administration, funding applications, career decisions and the transition into independent living largely on their own. This can create additional challenges, particularly when they are balancing their studies with financial difficulties, family responsibilities and the pressure to succeed. Research on first-generation students also highlights the importance of belonging, mentorship, institutional support and access to social networks in helping them adjust to university life.
The emotional expectations can be just as demanding as the academic ones. For some students, there is an unspoken responsibility to succeed because their families have made sacrifices to ensure they receive an education. This can create feelings of guilt, fear of failure and the pressure to be a role model for younger siblings and other family members. At the same time, first-generation students are developing their own identities, ambitions and understanding of what success means to them. This conversation therefore seeks to explore both sides of the experience: the pride of becoming the first and the often-unspoken emotional, social and academic responsibilities that come with it.
Research conducted in South African universities has also highlighted the importance of understanding the first-generation student experience beyond academic performance. A 2024 study by researchers Luzelle Naudé and Diana Breshears, published in the Journal of Education, explored the experiences of 17 first-generation university students in South Africa. The findings revealed that being accepted into university was often viewed as a family achievement and a symbol of hope for a better future. However, students also experienced pressure to break generational cycles of poverty, meet family expectations and eventually improve their families' financial circumstances.
