July 09, 2025
Recent findings from a student conduct officer at a prominent university highlight the need for clearer conduct processes, particularly for first-generation college students. These students often face unique challenges that can hinder their academic success.
For many first-generation students, the unwritten rules of higher education—comprising the implicit norms, policies, and expectations—can create significant barriers to their engagement in meaningful educational practices. This lack of understanding can leave them feeling lost about how to navigate their college experience effectively.
New research is focused on uncovering the lesser-known policies that may disadvantage first-generation students, aiming to enhance accessibility and understanding. During a recent panel at a national conference on student success in higher education, an associate dean discussed her doctoral research, which explores how first-generation students interact with the student handbook and conduct processes on campus.
The Importance of Addressing the Issue: First-generation students represent a substantial portion of the undergraduate population in the U.S., accounting for approximately 54 percent, or around 8.2 million individuals. Alarmingly, only about 25 percent of these students graduate with a degree, in stark contrast to nearly 60 percent of their peers who have family members with college experience.
These students often come from diverse racial and ethnic backgrounds, bringing a wealth of cultural strengths to their academic environments. However, they frequently lack the familial support needed to navigate the complexities of higher education’s bureaucratic systems. The personal experiences of the researcher, who is also a first-generation student, fueled her desire to investigate these challenges further.
“I noticed a significant disparity when working with two students in similar situations; one seemed to have a better understanding of the process than the other, which raised concerns for me,” she explained. “The focus should be on the behavior and learning opportunities, not on their backgrounds or previous experiences.”
Navigating conduct systems can be daunting, as they often require a specific understanding of institutional policies. Student handbooks are typically written in complex legal language, yet the primary goal of disciplinary actions should be educational. “If students struggle to comprehend the process, it can lead to serious consequences that disrupt their educational paths,” she noted.
In some states, conduct sanctions may appear on a student’s transcript or be included in a dean’s report for transfer applications. Such sanctions can lead to financial burdens, lost credits, or challenges in securing employment if students are unable to transfer or complete their degrees.
“Students with family support often have a clearer understanding of the implications of sanctions,” she remarked. “In contrast, first-generation students may not realize the long-term effects of a sanction due to a lack of informed guidance.”
Additionally, first-generation students may experience feelings of guilt for their success, which can deter them from seeking help from their families if they encounter issues related to the student code of conduct.
To address these challenges, institutions must foster environments where all students are informed about conduct procedures, the contents of the student handbook, and available support systems, the researcher emphasized.
Proposed Solutions: Conduct staff should consider several key questions to improve the accessibility of their processes:
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Is the student handbook easily accessible, or is it hidden behind login requirements? If students or their supporters must navigate additional barriers to access the handbook, it limits transparency and support opportunities.
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Is the content presented in clear, straightforward language or as an FAQ? While some legal language is necessary, ensuring that all students can understand the processes enhances transparency. “I want students to learn from the process rather than feel like it’s happening to them,” she stated.
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Is the handbook available in multiple languages? Providing the handbook in various languages can help address equity issues, particularly in diverse student populations.
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Who advocates for students’ rights during conduct discussions? Some institutions provide conduct advisers, which should be an opt-in service to ensure students have access to support.
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Is conduct education introduced early in the student experience? Since conduct offices are often viewed negatively, it’s crucial to provide relevant information during orientation to help students feel accountable for their choices without overwhelming stress.
If your student success program has a unique feature or twist, we’d like to know about it.
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