Whenever I think about my college search process, I’m reminded of the stress and uncertainty I felt. As a first-generation student, I couldn’t share my questions or ideas with my family and had no guidance. I was always told to have a plan after high school, but I had no idea where to start. I’ll never forget the moment I received my college acceptance email—it came right after football practice. I was so excited to tell my parents, but their reaction was filled with skepticism and concern. The cost of college weighed heavily on their minds. Determined to make it work, I researched every scholarship I was eligible for and applied to as many as possible. Not to mention, I am trying to figure all this out during the middle of COVID. My university also offered a loan repayment assistance program, which I qualified for. Eventually, my first day of college arrived. It was daunting not knowing anyone from my high school or hometown.
On top of that, I couldn’t turn to my parents for advice because they hadn’t experienced college. I was looking for a fresh start, eager to prove to my family that college was the right path for me. Before arriving on campus, I had expressed interest in joining a fraternity. Despite seeing portrayals of Greek life in the media, I wanted to experience it for myself. After being stuck in my hometown during COVID, I craved a sense of community. My college, a small Division II private school an hour away from home, had three fraternities and three sororities. One of my first memorable interactions was with my dorm’s RA, who happened to be the president of Phi Delt. He gave me a tour of not just the campus but also the surrounding area, and the members of Phi Delt welcomed me with open arms. It was refreshing to feel like I could be myself without having to pretend to be someone else. The Fraternity’s members were all unique, with different personalities and quirks, but it worked—and I knew I wanted to do more than just be a member.
I took on the role of secretary since I had a similar experience in high school and managed the chapter’s social media. One of my personal missions was to share my faith with my brothers in the chapter, so I also took the chaplain role. Finances were always on my mind as a first-generation student, so I eventually quit my fast-food job because it conflicted with the chapter’s needs. Fortunately, I landed a job as a student ambassador and gave tours for the university in the spring semester, which was better for balancing my schedule. Around this time, I was also offered a position on the Interfraternity Council, which broadened my understanding of fraternity life on campus. As I was growing within Phi Delt, my university was also evolving, transitioning to Division I and joining the Ohio Valley Conference. Looking back, I realized that going to college was an incredible opportunity—a chance that I wasn’t going to waste. That summer, I was invited to attend the Kleberg Emerging Leaders Institute as part of the chaplain’s track, and I was among the first group ever to participate. The experience opened my eyes to how impactful Phi Delt truly is. Over time, I earned more scholarships and took on different roles. And qualified for the honors college track, and by my senior year, I became a peer mentor. Now, as I reflect on everything, I’m deeply grateful for the opportunities Phi Delt has given me. I also aim to be an active advocate for fraternity life at universities.
About our First-Generation Student Scholarships
Phi Delta Theta outpaces both averages irrespective of whether a student is a first- or continuing-generation student.* The past three years, Phi Delta Theta freshmen have returned to campus for a sophomore year 99 percent of the time, whether first-generation or not. Compare this to the national average. According to the Center for First-Generation Student Success, 81 percent of first-generation students return to school for a sophomore year, compared to 87 percent continuing generation students.
* A first-generation college student is defined as a student who has not had a parent or guardian complete a four-year degree. A continuing-generation student is a student who has a parent or guardian who has completed a four-year degree.
