Breaking Barriers: The Role of Counseling Practices in First-Generation Student Enrollment at Private Universities

German universities are competing for prospective students. Private universities, especially universities of applied sciences, have seen a steady increase in student numbers, while public universities have recorded a decline. Notably, 70% of first-semester students at a popular German private university of applied sciences are first-generation students (FGS). In the “FiPHo” research project, we explore support practices for FGS during enrollment and study periods at this private university. Our subproject analyzes student advisors’ counseling practices. Contrary to our presumption, family education background is not a relevant category in counseling, meaning FGS are not explicitly supported in a special way. Nevertheless, FGS enroll in high numbers.

We investigate which addressing practices support or at least do not hinder high enrollment of FGS and how these practices are embedded in the organization’s goals. To answer these questions, we conducted 4 group discussions, observed 13 counseling situations, and analyzed the university’s website using the documentary method (Bohnsack,2014). The website uses personalized addressing and the slogan “Education for all” promises to accept all prospective students without restrictions based on school grades or entrance qualifications. This inclusive approach may appeal to students who have little contact with universities.

Student advisors face a diverse group of prospective students, making it challenging to meet individual needs during consultations. Despite one-on-one sessions, organizational requirements lead to differentiation. Prospective students are grouped by characteristics and suitability for dual study programs, resulting in poorer advice for uncommitted students. Initially, advisors support all students in becoming engaged applicants. Generally, there is no social selection in the advisory service at the private university. Research highlights that advisors are crucial for undecided or changing-major students (Tinto,2024), and strategic language in consultations can aid marginalized groups like FGS (Buchanan et al.,2022). We discuss if social blindness and preferential advice for committed students benefit FGS.