Authors shed light on first-generation experience for higher ed professionals

LAWRENCE — New work from a University of Kansas professor explores the challenges of being a first-generation higher education professional moving into a faculty position and also highlights the strengths someone in that position naturally brings.

Dallas Doane, associate professor of the practice in educational leadership & policy studies, and his co-authors for the scholarly project are first-generation college graduates. That means they fit the general definition that their parents or guardians did not have four-year degrees. They also worked as higher education professionals before becoming faculty members and taking on the additional responsibilities that come with the role.

Together, Doane, Mary Ann Bodine Al-Sharif of the University of Alabama at Birmingham and Michelle Boettcher of Clemson University wrote “FAKE-ulty: Moving from Practitioner to Faculty as a First-Generation Professional,” a chapter in a new book dedicated to helping first-generation higher ed professionals survive and thrive.

“Often when you’re the first generation, you’re the trailblazer. It’s a how-to guide for the first-generation higher ed professional,” Doane said of the book. “It’s helpful to have someone who can guide you through the questions you might not even know you have.”

The book, “Charting a Career Path as a First-Generation Higher Education Professional: Decision Making, Families, and the Future,” edited by Mary Wallace of the University of Alabama at Birmingham and Robin Williamson of the University of Central Arkansas, was published by Routledge.

In their chapter, Doane and co-authors explore their experiences of starting a career in higher ed, but not as a faculty member, before moving into that role. For his part, Doane worked as student affairs practitioner before becoming a professor of the practice. All three authors had similar routes. In their chapter, the co-authors recount their experiences, the challenges they faced, lessons they learned and share two main themes: asset achievements and hidden curriculum of faculty.

Asset achievement argues that the three authors, and others like them, bring certain strengths and forms of capital with them based on their life experiences and academic paths. Being the first to undertake something developed courage among the authors, and they also displayed grit and an ability to bounce back from the many challenges they faced.

Hidden curriculum of faculty explores how the authors learned to navigate new terrain as professors, learning unwritten rules of faculty life. Things became clear to the authors that life as a professor was not just teaching; instead, there was advising, mentorship, research, service, practicum supervision and numerous other roles not always explicitly stated.

The authors chose the title “FAKE-ulty” as impostor phenomenon was a common experience. They recount feeling like perhaps they were not deserving of their success or that they might not be able to live up to expectations due to a perceived unworthiness when compared to those who took a more traditional route to the faculty life.

“It explores all those pieces we carry with us. There were many times I felt ‘I’m not like my faculty peers,’ especially people I aspired to be like, and thinking ‘I might never get there,’” Doane said of recognizing and overcoming impostor phenomenon.

Ultimately, the authors offer recommendations both for people making a similar transition and for institutions looking to support their employees. For the former, they suggest any first-generation higher ed professional considering transitioning to full-time faculty start by teaching and seeing if they feel the connection with students, Then, they should seek out faculty who may be able to provide guidance. For the latter, the authors recommend institutions find faculty mentors who can answer questions and provide insights of the day-in, day-out life of a faculty member to socialize potential newcomers to the full aspect of the career and its expectations.

Statistics have shown that more than half of college students in the United States are first-generation. It stands to reason that others will go on to careers in higher education. The book can help guide those looking to join the field by taking a similar approach to what Doane did in his work with students: focus on their strengths and what they bring to the table.

“What are the supports these students need, and how do we provide them without a deficit lens?” he said. “Not assuming that there is something wrong with them, but what is wrong with our institutions and how do we get those students here and help them succeed.”