First-Generation Programming

Campus Colleagues: Becky Richardson

stuxbury — Tue, 04 Feb 2025 19:36:10 +0000

Campus Colleagues: Becky Richardson stuxbury Tue, 02/04/2025 - 14:36

Becky Richardson’s desk — complete with its encouraging messages — is often one of the first things people notice when walking into the SOAR Program’s office in the College of Arts, Sciences and Letters Building: “All who enter as guests, leave as friends.” “Take the risk or lose the chance.” “Today is the day.”

There’s also the traveling sign that she’s given out to SOAR (Support, Opportunities, Advocacy and Resources for nontraditional undergraduates) students. That one reads, “Tough times don’t last, but tough people do.”

“Our students have been through a lot. Many of our students face personal and financial obstacles, most are raising families and many also care for older adults. That’s a lot of responsibility,” says Richardson, SOAR program assistant. “As silly as it might seem, seeing motivational words helps keep them in your head. I want these signs to remind our students that on tough days, they can get the support they need in the SOAR office — even if that’s just to vent. I have tissues ready for sad tears and happy ones.” With its mission to increase access to post-secondary education for nontraditional adult learners experiencing socioeconomic challenges, SOAR offers up to three semesters of partial tuition support and help with supplies like books and technology, along with other needs.

Richardson recently received the University of Michigan's Distinguished Diversity Leaders Award. A champion for students, Richardson advances a welcoming, supportive environment at 51��Ƶ-Dearborn. She’s an advisor and co-founder for ANTS, the nontraditional student organization; a co-counselor for 51��Ƶ-Dearborn’s chapter of Alpha Sigma Lambda, an honor society for adult learners; a Center for the Education of Women+ Scholar who now serves on their scholarship committee, and a member of the 51��Ƶ-Dearborn Prison Education Working Group.

In this month’s Campus Colleagues, Richardson shares why education advocacy is so important to her and how a little bit of the right support can go a long way.

Find people who will support you with your goals — they are out there.

Richardson says education is an equalizer. It helps grow skills and confidence and changes lives. She knows this from experience.

Richardson and her husband lost their jobs during the recession. Their home and cars soon followed. Then, after years of struggling and moving from place to place with their four children, a Michigan Works caseworker offered some advice. “He suggested going back to school and told me about the SOAR Program at 51��Ƶ-Dearborn. It changed my life,” she says.

It sounds like a nicely wrapped up story. But Richardson says it was a struggle for the seven years — from 2011 to 2018 — she took to earn her bachelor degree in behavioral sciences and women’s and gender studies. She says the SOAR office, and SOAR Director Ellen Judge-Gonzalez in particular, helped her see things that she didn’t see in herself.

“I originally wanted to get a degree where I didn’t have to interact with people. I wanted to work in a medical lab. My previous jobs were doing collections and working at a funeral home. As much as I tried to be positive, I was meeting people at their worst times and it wore me down,” Richardson says. “When I was a student, Ellen kept encouraging me to join student groups and work at the registration desk for events. She saw a natural ability in me when it comes to working with people. She later hired me as a student employee for SOAR and that turned into the fulltime position that I have today. Helping people transform their lives is hard, but rewarding. It’s exactly where I need to be.” Richardson has worked in the SOAR office for a decade.

The office itself is also a refuge because it’s a place where SOAR students share their stories of tribulations and triumph. Richardson says hearing how people overcome challenges is motivating. “You want to find people who help you feel less alone on your journey,” she says. “They will help you keep moving forward even on the hardest days.”

Richardson says she never expected to find a college initiative like the SOAR Program. But going through state social services programs and following up on advice shared with her changed the trajectory of her life. “It might not feel like it right now, but there are people who want to support you,” she says. “Don’t give up. Don’t be afraid to ask for help. And be ready to give it your all when a door opens.”

For adult learners considering a return to school to earn their first bachelor’s degree, check out the SOAR Program.

SOAR Program Assistant Becky Richardson, holding award, is pictured at the Jan. 28 awards ceremony in Ann Arbor with, from left, Disability and Accessibility Services Coordinator Judy Walker, SOAR Director Ellen Judge-Gonzalez, 51��Ƶ-Ann Arbor Executive Assistant to the President Brenda Rutkey, who is Richardson's sister, and Sociology Professor Francine Banner. Photo by Michigan Photography

After reaching goals, look for ways to pay it forward.

With her kids and husband — as well as many 51��Ƶ-Dearborn colleagues and professors — cheering her on at the 51��Ƶ-Dearborn Fieldhouse, Richardson says she will never forget her December 2018 graduation day. “When I walked across the stage, I could hear people yelling my name,” she says. “It was surreal to actually experience something that had only lived in my mind for so long.”

She says many of the same people also nominated her for the U-M award. Nominators were Judge-Gonzalez, Sociology Professor Francine Banner, Criminology and Criminal Justice Lecturer Aaron Kinzel, CASL Advising and Academic Success Administrative Assistant Maureen Sytsma and Disability and Accessibility Services Coordinator Judy Walker.

“This award is something I didn’t see coming. I almost didn’t believe it was real when I first got the email. The subject line said, ‘Congratulations’ and it came in at 4:26 p.m. in the afternoon right before the holiday break began. After all of the spam email warnings we’ve gotten, I thought maybe it was one of those,” Richardson says with a laugh. “But it was very real. It’s amazing to be at a place where the people continue to lift you up.”

Richardson works to express her gratitude through service to others. When SOAR students tell her they are behind on rent or their utilities are shut off, she connects them to financial support opportunities or organizations. If courses are a challenge, she lets them know about academic support services on campus. And there’s her open-door policy for her students. “Sometimes all we want is to know someone cares,” she says. “It’s important to remember where you come from and to be that person you once wished was there for you. I can’t say I’m perfect, but I try.”

Richardson is also an education advocate for citizens reentering society after prison. She served as a teaching assistant for a 51��Ƶ-Dearborn program at Women’s Huron Valley Correctional Facility and has seen the successes of some of her formerly incarcerated SOAR students like 51��Ƶ-Dearborn graduate Penny Kane.

“It’s as simple as, treat people how you want to be treated. What shocked me the most when I first worked in the prisons is how the women are trained to see themselves. When I asked their names to sign in, the women started listing off numbers. I kept saying, ‘No, I want to know your name and how to address you.’ Over time, they used their names instead of numbers — it changed the whole dynamic in such a positive way,” she says. “The returning citizens population is one group I am passionate about helping. I know people who have done their time and have difficulty getting jobs or an education because they were once in prison. Why are we still penalizing them beyond their sentence?”

In the SOAR office on an early Wednesday morning, Richardson makes coffee and heats water for tea — she wants it ready for the students who drop in to use SOAR computers or just want to talk. She organizes a virtual meet-up for her remote students. And she seeks out scholarship opportunities to help a student in need.

“I’m here today — with my college degree and a job I love — because of all the people who supported me. I want to be that person for someone else,” she says. “I’m here to pay it forward.”

Story by Sarah Tuxbury

Awards

Faculty and Staff

Inclusion or Diversity

Student Success

College of Arts, Sciences, and Letters

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First-Generation Programming

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Tue, 02/04/2025 - 19:35

SOAR Program Assistant Becky Richardson recently received a U-M award for leaders creating a welcoming and supportive working environment. Richardson’s advice? ‘Treat people how you want to be treated.’

SOAR Program Assistant Becky Richardson works to create a welcoming space for students. Photo by Sarah Tuxbury

First-generation students, in their own words

Anonymous — Thu, 18 Aug 2022 18:25:57 +0000

First-generation students, in their own words Anonymous (not verified) Thu, 08/18/2022 - 14:25

This article was originally published on November 6, 2019.

First-generation students are a huge part of the modern 51��Ƶ-Dearborn identity. In fact, in recent years, nearly 40 percent of the university's student body has been made up of students who are among the first in their families to pursue a college degree. Each student’s experience is, of course, unique. But as a group, first-gen students also face some headwinds. Knowledge gaps about how to get ready for college, inexperience with complex financial aid systems, and not knowing where to turn for help are just a few of the big ones. You’ll see these themes and others in our recent conversation with four 51��Ƶ-Dearborn students who were kind enough to share some of their personal first-gen highs and lows. The conversation has been condensed and lightly edited for clarity.

Reporter: Many of the challenges first-gen students face seem to derive from not having someone in your family to show you the ropes. And those struggles can manifest way before you get to college. Could a couple of you tell us about your decision to pursue college and how that process went for you?

Marwa Hachem: So my story is kind of an interesting combination of things. To be honest, I didn’t know that you could choose not to go to college; and at the same time, I didn’t know where to start. I remember it was December, like right before the first set of deadlines, and my friends asked me, ‘Hey, Marwa, where are you at on your college applications?’ And I was, like, ‘What’s that?’ I honestly didn’t know, and I was kind of embarrassed that I didn’t know. So I applied really late. Some of the schools’ applications were so confusing, I just didn’t apply. I was sort of panicking. It felt like there was this deadline that was approaching, and if I didn’t make it, it was the end for me. I mean, now I know that’s not true. But, like I said, college just felt like something you had to do or else something bad would happen to you.

Zeinab Hachem: My story is a little different because and I did have an older sister who had started college. But by the time I was applying, she had taken a break and she was focusing on work. It was stressful for her, so I was hesitant to ask her for help. I actually started out at Henry Ford College and the big thing I ran into right away was a problem with my FAFSA application. When I submitted it, Henry Ford College requested more documents from me. But I didn’t know that could be part of the process. Based on the information I got from my sister, I thought once you complete the FAFSA, you were OK to register for classes. So I got held up sorting out that additional paperwork, which took all the way into November. And because I didn’t have that aid, I only had enough financial resources to take classes part time. It was a really stressful way to start. But I persevered, and eventually things turned around.

Reporter: So let’s talk more about those early days of arriving on campus. Alaa, do you want to jump in here and tell us about your first impressions of college?

Alaa Abouhashim: So the first time I stepped onto campus, I was a little shocked. Where I went to high school, it was crowded and always really loud. Here, people were quiet and sitting and studying; they seemed so focused. It was like I was in a new world. I mean, it was a nice environment, but I was also, like, ‘Whoa, we’re done with all the childish stuff now — I’m an adult.’

The main thing I struggled with when I got here was I knew I wanted to become a doctor, but I didn’t really know how to start pursuing that. To be honest, I was looking for the “pre med” major, but then I learned there’s really no such thing. My dad said, ‘Why don’t you just do biochem? That’s what they all do.’ So I looked into that, but it didn’t seem like a great fit. Then I tried public health — then health policy studies. Then I took a medical anthropology class, and I really liked it. So it was a lot of trial and error. I know a lot of students experience that, but I think first-gen students have to do a little bit more of it, because you don't have people you can ask. I think my dad still doesn’t get why I’m not a biochem major!

Brandon Queen: I can definitely relate to that. I was completely undecided coming in, and understanding how the different tracks worked felt like a huge undertaking. My strategy was to come in, pick some core classes that I had to do anyway, and then take my first semester to figure out what’s next. Seems reasonable, right? But then I started hearing that I shouldn’t take all my pre-reqs at once because then you're crowding your last years with your major coursework, and those classes aren’t always offered exactly when you need them. So it was all very confusing because you’re piecing together all these bits of information from all over the place and trying to figure out what’s the best path.

Some of that is not specific to first-gen students. But one thing I think is more first-gen specific is this feeling that every tiny decision that I made would absolutely impact the trajectory of my life. I’ve realized now after being here for three years that it’s not quite so high stakes. If you pick the wrong major, you can switch. If you pick a major and graduate with it, you can still end up having success in a different field. So every move matters, but not every move is make or break. That’s something I had to learn for myself over time, and it’s been really important in bringing down my stress level. There were definitely times when I was feeling the pressure.

First-gen student Brandon Queen

Reporter: One last question for everyone: One of our professors here who does a lot of mentoring of first-gen students says that sometimes having your degree can open up a social divide between you and the rest of your family. I’m curious if that’s something you’ve experienced or thought about.

Alaa: That’s a really interesting question. I do think it will cause some sort of divide. I don't know what that will look like exactly, but hopefully it will be OK. When you go to school, it’s not just about what you’re learning from the classes. You’re also getting more life experience, you think differently, you’re more open-minded about things. I think you learn to analyze things for yourself, and what you believe is not just what the culture or society says you should believe. So with my parents not having that kind of experience, their beliefs might come more from culture or tradition. And if I have different ideas, I could see that causing that kind of divide the professor is talking about.

Zeinab: One thing I’ve noticed is that because my mom doesn’t speak fluent English, it’s sometimes harder for me to translate into Arabic some things I want to tell her about school. My dad, though, speaks fluent English, and so I can talk with him more about what I’m learning in my classes. It’s actually been pretty fun because I recently switched my major to small business management, and my dad used to own a small business. So he gives me his advice, and we talk about stuff I’m learning. In some ways, it’s given us something to connect over, though that’s more difficult with my mom because of the language barrier.

Brandon: I haven’t experienced anything like that. In my family, we have differences of opinion sometimes, but I think that’s as much a generational thing as anything. And I think that’s OK, normal — even healthy. As far as college, my family is extremely supportive. They’re always asking me about projects I’m working on. For example, I recently had a late-night call with Malaysian colleagues as part of my internship, and they couldn't wait to ask me all about it. It’s kind of like they can experience a little bit of college through me. They really seem invested in seeing where this is taking me.

Marwa: In my whole extended family, I can only name two people who actually finished their degrees. So it’s a really big deal in my family. My mom talks about me as “Marwa, our college student.” She’s so proud that this is where I’m at right now. And I think that’s something that motivates me. It’s hard for me to think about how I would continue moving forward if my family didn’t feel like I was doing something good, you know?

Being a first-generation student really is an identity. People don’t look at it that way. But it’s not like I chose to be first-gen; this is part of who I am that I can’t erase. And some people think of it as a negative, but I think of it positively. I find myself to be more perseverant. If I pass an exam with a really high grade, for example, I did that without having the benefit of anyone telling me how to prepare. And I think that makes every accomplishment much richer.

Opinion or Voices

Student Success

First-Generation Programming

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Wed, 11/06/2019 - 06:00

Four 51��Ƶ-Dearborn students get personal about the challenges and thrills of their first-gen college experiences.

First-gen students Alaa Abouhashim (left), Marwa Hachem (center) and Zeinab Hachem.