We would like to extend our congratulations to Dr Jacob Nkansah, Research Assistant I of the Department of Education Policy and Leadership, of his latest research publication titled "Exploring senior high school teachers’ awareness and preparedness in supporting first-generation students for higher education: A qualitative inquiry" in International Journal of Educational Development.
Abstract
As educational stakeholders intensify efforts to prepare students for postsecondary success, the concept of higher education readiness has gained national prominence. However, scholarly discourse remains limited regarding educators’ understanding of university preparation for First-Generation Students, particularly within the Ghanaian context. Even less is known about the awareness and preparedness of Senior High School teachers who play a critical role in shaping university-ready students. Drawing on interview data and guided by Social Capital Theory, this study explores the awareness, preparedness, and support strategies of 25 Senior High School teachers across five schools in Ghana. Findings revealed a critical gap in teachers’ awareness and institutional practices regarding First-Generation Students. Teachers often misinterpret First-Generation Students behaviors such as disengagement or silence as personal traits rather than signs of systemic disadvantage. This limits access to relational, institutional, and aspirational capital necessary for university readiness. Infrastructure deficits, financial constraints, large class sizes, and limited parental involvement further compound the challenges faced by teachers in preparing First-Generation Students for higher education. However, the study highlights promising practices, including proactive teacher engagement, empathy from educators with shared backgrounds, and calls for integrating STEM and TVET into First-Generation Students education pathways. A key implication of the study is to ensure equitable support for First-Generation Students in the Senior High Schools in Ghana, via a multi-level, multi-stakeholder approach. The government, school administrations, and other educational stakeholders should take greater responsibility for creating supportive structures that empower teachers and other cultural agents to nurture first-generation students’ success and facilitate their transition to higher education.
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