First-generation scientists are undervalued, according to De Jonge Akademie
First-generation scientists are making their way through academia without anyone in their family having gone before them. According to De Jonge Akademie, the qualities of these scientists are undervalued and universities need to change to become more inclusive, fairer, and better.
What if you enter university without anyone in your circle having ever taken the same path? For many first-generation scientists—scientists without university-educated parents—the academic world begins as an unknown territory full of unwritten rules. Later on, as researchers or lecturers, they often remain invisible and undervalued – even though their experiences and skills are precisely what the university needs.
Associate professor of pedagogy Eddie Brummelman, chair of De Jonge Akademie, coordinated a project that mapped the experiences of first-generation scientists. Together with colleagues, he spoke to fifteen first-generation scientists and compiled their stories in the report Niet de Eerste de Beste (First but not least), which argues for a more inclusive university for first-generation scientists. Why and how should the UvA adapt to first-generation scientists?
Why does the university need to change?
“First-generation scientists do not have the same opportunities as others in science. If one of your parents has a university education, you are three times more likely to get a job as a researcher or lecturer at a university. In addition, a large part of science involves applying for grants and subsidies. Self-promotion seems easier for scientists whose parents are university educated because they have often been brought up with it. But this ability to promote oneself is unrelated to a person’s actual skills. Why does the academic world work in such a way that your success depends on how well you can convince a jury in five minutes that you deserve a grant?”
“First-generation scientists may be less skilled at self-promotion, but this often stems from intellectual modesty – they know what it feels like not to know something because they are used to navigating the unfamiliar academic system. This makes them resourceful, autonomous, and original. First-generation scientists also tend to be more persistent, for example because they have worked long hours at a part-time job alongside their studies to pay for their tuition and rent. These skills are rarely recognized and appreciated, even though experience in a supermarket—such as running the bread section—can be more relevant than experience in a student association, especially if you go on to lead your own research group. Unfortunately, there is not always understanding for students who work a lot alongside their studies.”
“Moreover, universities desperately need first-generation scientists because they bring unique skills that are essential for a future-proof academy—skills that remain undervalued for the time being. They know better than anyone how to make science accessible and useful to a wide audience because they have a foot in both worlds. They are able to translate complex knowledge into broad social relevance. First-generation scientists are bridge builders – people who connect science with society.”
“The university must move towards first-generation scientists and not the other way around. After all, the disadvantage of first-generation scientists is not their own fault. Everyone should get equal opportunities.”
“First-generation scientists are a very invisible group in Dutch science. There is growing attention for diversity and inclusion in science, but this usually concerns the more visible aspects of a person’s identity, such as gender and ethnicity. Socioeconomic background is less visible, such as when your parents did not attend university, and less attention is paid to this.”
How should the university change?
“First of all, there needs to be better information for first-generation students about the academic world. There are many unwritten rules at university that first-generation students and scientists can be judged by, such as what clothes you wear, how you use language, how you hold your cutlery, where you go on vacation, what you eat, or what your parents do for a living. And these things have nothing to do with how competent you are as a researcher. Universities need to ‘de-elitize’ and take the first step towards first-generation students themselves. For example, lecturers could pay more attention to the diverse backgrounds of their students and adapt the content of their teaching accordingly. This can be done in subtle ways – for example, by citing RTL Nieuws alongside sources from the NRC.”
“Mentoring is also crucial. Many first-generation scientists stay in science because someone gave them a push at the right moment. I spoke to a researcher who only found out what a PhD was when someone happened to ask them if they wanted to do a PhD. Universities should not leave this to chance, but actively encourage and facilitate mentoring, including for staff. This also includes making first-generation scientists visible as role models, so that students realize that the doors of the university are open to people from diverse backgrounds.”
“Finally, it is about recognizing and valuing the unique skills of first-generation scientists. You might get a compliment for an important skill such as science communication during your annual review, but it is rarely taken into account in promotions.”
“At the same time, some first-generation scientists were not even aware that they were first-generation scientists. Some only realized later that there was even a term for how their background influences their academic career. Some consciously reject it because it seems to imply a sense of victimhood. Because even though first-generation scientists experience unequal opportunities, that does not mean they feel like victims.”
Where do first-generation scientists stand at the UvA?
“There is a lot of attention for first-generation students. At the UvA, there is an initiative called Baanbrekers (Pioneers), which helps with the transition from secondary school to higher education and brings first-generation students together. At Utrecht University, for example, there is a fund that first-generation students can apply to for money for a laptop or course.”
“There is less attention for first-generation staff. In my own journey to obtain teaching qualifications and attending leadership training, the theme never came up. After reading our report, colleagues indicated that they would have liked to have recognized the theme earlier, not only for themselves, but also to be more aware of it when supporting their students and colleagues. There are also no official mentoring programs for first-generation scientists at the UvA. As a result, first-generation scientists often remain invisible, even though they are indispensable.”
