Jessica Neuman serves as an Academic Support Specialist on the Philadelphia campus. She specializes in connecting students to their unique learner identity and supporting their academic success with tailored strategies and resources.
She has a background in special education, a master's degree from Rowan University in urban education and community studies, and special interests in ability studies and class justice.
When not buried in the latest research in adult learning theory, she can be found baking bread, cuddling with her cats, and daydreaming of urban homesteading.
I identify as a first generation college student because I am the first person in my family, extended family, in all generations to graduate from college. I am also the only member of my family to have pursued and achieved a graduate degree.
I chose to pursue a graduate degree in urban education and community studies because it focused on understanding the macro-systems of privilege and oppression that impact educational spaces and communities. In graduate school, I was introduced to new systems like grant management, gatekeeping in academia, and navigating those systems was very valuable as someone without any models in my own life. I also learned to network with others as I gained access to more people and students who had experience in graduate spaces. These moments were invaluable as a student who did not have any access to people who had moved through higher education.
Outside of the financial pressures and enormous concerns about how I would pay for college, I distinctly remember that when I was applying to colleges, my grandfather called me to discourage me from going to college. He said, “None of us have ever needed to go to college. Why would you do this? Everyone has been able to work.” I did not learn until later that this was not how most families felt—that many students were raised with the expectation that they would attend college, and that I was experiencing external factors that sent the opposite message.
The most impactful moments for me, on my first-gen journey, have been through building connections with other first-gen students and graduates. Though every person is on their own path and we all have intersectional life experiences, my advice to first-gen students is to find a first-gen mentor or other first-gen students to work alongside you in your pursuits.
Even though my parents did not understand my experiences at college or my commitment to it, when my father hugged me at my college graduation with tears in his eyes, I could feel how proud he was of me. In that moment, I felt seen and understood by him in my first-gen journey. My favorite experiences in my career are consistently when I support and build up others to meet their goals—in the same way that I have been supported.
The Office of Diversity and Community Relations celebrates the unique accomplishments of first generation students. This series features PCOM faculty, staff and students who were the first to attend college, graduate school or medical school within their families. We believe spotlighting our first generation community members will encourage our students to use their talents to shine during professional school and as future healthcare providers.
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