�Ƽ��Ӱ�ԭ��

When my father was 14, he left high school and began working full time in a woodworking factory. When my mother was 16, she left high school and began working as a secretary. The fact that my parents didn’t complete high school made it much more likely that I wouldn’t attend college, but that was not the case. I went to university because my dad was adamant that I get a degree, to the point that he helped me pick my degree when I was undecided (we landed on chemistry).

I was lucky I had a dad who wouldn’t let me quit and pushed me to get a university degree. He believed that this was the only way to break the cycle and open doors that were forever closed to him. I think the thing that stuck with me the most was when he said, “If you have a university education, you can choose to do my job, but without it, you will have no choice.”

That started my first-generation college student journey.

The barriers I faced were the usual ones faced by first-generation students, but I think the biggest was my very limited knowledge of academic systems and my lack of knowledge about where to turn for mentorship or guidance.

In high school, I had a math teacher who took a personal interest in me, pushed me to reach for what I wanted, and guided me through the transition from high school to university. After that, I was fortunate to have faculty mentors who pushed me toward pursuing an advanced degree. I would never have applied to Cambridge if someone hadn’t put the application in front of me.

For many first-generation students like myself, one person rooting for you can make all the difference. I was very lucky to have a whole host of people who pushed me along the way. Much of my ability to be successful can be tied to the fact that I managed to find excellent role models and mentors who helped me through every step of my academic journey. In the College of Science, those mentors can be found in many ways, and many faculty members, including myself, are also first-generation and very successful.

Resources such as the first-generation student center, tutoring services, financial aid workshops, and mentoring programs such as Golden Scholars would have been immensely beneficial to me as a student. For our students today, having access to these programs empowers them to be successful.

Having been a first-generation student myself often brings a deep sense of empathy for students who may not have a strong support system or familiarity with the academic world. As a faculty member, I tried to focus on creating inclusive learning environments and worked on developing programs that bridge academic gaps. In the classroom, it may mean learning about the unique struggles first-generation students face, having patience with students, offering practical advice, and creating a culture of encouragement. Faculty can play an important role by being approachable and creating spaces where students feel comfortable asking questions. Providing clear expectations, offering mentorship, and connecting students to campus resources can also be invaluable.

For me, having a university education altered the trajectory of my life. It represents not only access to knowledge but also the opening of doors that would otherwise have remained closed, just like my dad said. Without a university education, I would never have thought about pursuing an advanced degree, which ultimately has led me to dedicate my career to advancing knowledge and ensuring the next generation has greater opportunities with fewer barriers to success.

For many, especially first-generation students, higher education is a way to build a better future for themselves and their families, contribute meaningfully to society, and become part of a larger academic and professional community. I urge any students with questions about first-generation resources to visit the First-Generation Student Center, and students in the College of Science can reach out to their advisors for more information about Golden Scholars.