By Alice Costa Braga
Hi everyone! My summer experience is completed and I was able to relax at the beach for the weekend (hence they very nice sunset picture I choose!)
During my time as a residential counselor this summer, I spoke with first-generation students. I approached most of them informally, creating a comfortable space where they could speak freely without the pressure of a structured interview. One quote that deeply stuck with me came from a student who said, “My parents want me to be better than them.” That message resonated with almost every conversation I had, reflecting both the weight of expectations and the motivation these students carry.
Through casual conversations and moments of reflection, I was able to better understand their aspirations and barriers. These talks weren’t just about academic goals but about family and community. I walked away with a better understanding of how much emotional and cultural pressure they carry and how representation and mentorship can be positive for their growth.
In addition to these conversations, I spent a lot of time observing. I watched how students interacted during group activities, workshops, and downtime. What stood out most in these observations was their determination, masked by uncertainty. They had the drive to succeed but often lacked role models or clear pathways. Seeing this made me more intentional about how I showed up for them, especially as a visible example of where they could be in just a few years.
That’s when I began noticing my own influence. As a current college student, and someone who shares aspects of their background, I realized I represented a future they could realistically attain. Many students expressed interest in attending Florida State University simply because they saw me doing it. It reminded me that influence doesn’t always come through teaching, but also through presence.
Comparing interviews with observations showed me just how different both approaches are in revealing layers of their stories Observations allowed me to see how students behaved in different settings, how they interacted with peers, and where they thrived or pulled back. But it was in the informal interviews that I discovered the “why” behind those behaviors. I felt more emotionally connected during conversations and more reflective during observation. Each offered insights the other could not.
When I think about “co-constructing knowledge,” I see it as a mutual process of learning. In working with this community, it meant not assuming I had all the answers, but listening actively and helping them reflect on their own experiences. For the community-based issue I was observing (first-gen students access to resources and guidance) co-construction meant building solutions with them, not for them. It showed me that change requires the voices of those impacted, and knowledge is most powerful when it is shared.
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