Navigating higher education as a first-generation student is a journey marked by resilience, determination, and the courage to step into the unknown. Sharing stories of first-generation students and alumni not only celebrates their achievements but also inspires future generations to break barriers, fostering inclusivity, support, and representation in higher education. We highlight Abigail Duvall, an alumna who pursued her passion for public health policy, driven by strong values of resilience, empathy, and community instilled by her family.
What were some of the key family values you were raised with, and how did they shape who you are today?
I was raised under the roof of a blue-collar worker and small business owner, who, between them, did not have more than a high school education. Growing up, I witnessed my parents model resilience, determination, empathy, and community in everything they did. “I can’t” was not an option, but rather, “I’ll try”. Putting your best foot forward, no matter the circumstance, was the standard. Failure was never viewed negatively, but rather as an opportunity to begin again more intelligently. Watching them build the lives they were determined to lead allowed me to believe I could do the same. They poured every ounce of their energy into us, ensuring my siblings and I had access to the professional, recreational, and academic opportunities that they did not. These ideals shaped me into someone who does not shy away from challenges and believes in the power of working toward my goals, in any area of my life. Equally important was the emphasis my family placed on always leading with kindness and empathy. We always had a responsibility to look out for and take care of one another, underscoring community as the backbone to true success. This is by far the most consequential of their teachings; I have a genuine desire to contribute positively to the lives of those around me. It is not about my own individual success, but how I can be a supportive and attentive member of a larger community.”
As a first-generation student and professional, what inspired your interests in public health policy?
While my path to public health policy solidified later in my time at Binghamton, the seeds were sown much earlier. Growing up in a small, rural community, I witnessed first-hand the stark realities of unequal access to healthcare and social services. Our town, despite its charm, struggled with a real deficit of support, leaving many facing significant barriers to health, education, and economic stability. Witnessing the challenges faced by my neighbors – the lack of adequate support leading to worsening health outcomes and limited opportunities – ignited a passion within me. Among other aspects of my identity, being a first-generation student without a pre-established roadmap through academia and the professional world allowed me to become acutely aware of the diverse barriers that can impact an individual’s ability to thrive. These combined experiences sparked a deep curiosity in how policy, coupled with a more robust understanding of social determinants of health and systemic inequity, could be powerful tools for building healthier and more just communities.
Can you talk about any challenges you‘ve encountered as a first-generation student navigating professional environments in research and policy? How did you overcome them?
Stepping into professional environments, particularly STEM spaces, as a first-generation student felt like entering a world with unspoken rules. I quickly realized I lacked the ‘insider’ knowledge of professional norms, networking etiquette, and the nuanced soft skills that often grease the wheels – a gap I’m still consciously bridging. This often led to a feeling of constantly learning on the fly. Imposter syndrome was another significant hurdle, amplified by the inevitable comparisons to peers who seemed to have benefited from established stepping stones. It’s been a journey to internalize that my trajectory is my own, and while that comparative instinct still flickers, true progress, for me, is reflected in the difference between who I am today and who I was yesterday. My strategy for overcoming these hurdles involved proactive learning: seeking guidance from peers, professors, alumni, and professionals; actively pursuing mentorship; utilizing the University’s career services; and building a strong support network. I learned to be resourceful, ask questions, and embrace the learning process. Ultimately, I came to understand my distinct background as a valuable asset in these spaces.
As you were growing up first-generation, did you have people you could look up to for guidance for educational and professional development, or did you have to navigate your path by yourself?
For years, I believed that being a first-generation student meant navigating my educational and early professional path largely on my own. In my immediate circle, examples of professionals, particularly in STEM fields, were few and far between. However, my high school years proved to be a turning point, thanks to a network of incredibly supportive individuals within my community. While they may not have possessed specific knowledge related to navigating college applications or the prerequisites to building a STEM career, they were unwavering champions of my potential. Teachers who saw my drive and pushed me to excel, connecting me with broader resources they were aware of. Community leaders who offered encouragement and helped me build confidence through extracurricular activities and local initiatives. Family and friends, who, though their own experiences might have been different, offered a listening ear and a sense of belonging that was crucial. This holistic support system during my teenage years was truly foundational. It did not center academia, but focused on fostering my self-belief, developing essential life skills, and instilling a sense that my goals were attainable, even if the path wasn’t always clear. As I transitioned to higher education, this foundation of self-reliance eventually softened, making it easier to connect with the like-minded and intellectually curious individuals I found at Binghamton, and subsequently, George Washington University.
Many of the population you work with have been historically underserved. How does your first-generation background help you to relate to or advocate for those communities authentically and positively?
My background as a first-generation college graduate offers a valuable perspective on the complexities of navigating the challenges faced by those without established social capital. While this experience has provided invaluable insight into the impact of systemic barriers to opportunity and advancement, I also recognize the significant privileges associated with my identity as a White individual who has attained higher education. This awareness is crucial in approaching advocacy work with humility and a commitment to equitable practices.
My commitment to authentic and positive advocacy is rooted in this dual awareness. I aim to leverage my educational background, professional position, and lived experience to amplify the voices of those most affected by inequity, fostering trust through transparent and respectful collaboration. My objective is to advocate for evidence-based policies that address the fundamental drivers of systemic injustice, always prioritizing community empowerment and self-determination. In this work, I strive to be a responsible and effective ally, recognizing that my role is to support and elevate the priorities of the populations I serve.
Can you share a moment from your professional experience where you felt that your first-generation identity gave you a unique lens in developing public health solutions?
While the influence of my first-generation background more often subtly informs my professional approach, a more overt example lies in my experience as a REACH Peer during my senior year at Binghamton University. REACH, or Real Education About College Health (now known as Healthy Campus Peer Agents), was dedicated to fostering greater well-being within the student body by increasing awareness of campus wellness resources, offering peer support, and promoting responsible decision-making. A significant aspect of our work involved direct peer outreach and creatively engaging with the diverse campus community. As a first-generation student, navigating learning environments that weren’t always intuitively accessible to individuals from varied backgrounds fostered a deep-seated commitment to inclusivity and accessibility. I often observed how traditional academic approaches could inadvertently create barriers for students with different learning styles or levels of prior exposure to the foundations of higher education. As a result, I championed the incorporation of diverse engagement methods in our outreach efforts, recognizing that not all students connect with information in the same way. We implemented more interactive activities, such as wellness workshops with hands-on components, small group discussions, and the use of visual aids and infographics to convey information in a more digestible format. I understood the importance of meeting students where they were and tailoring approaches to resonate with a wider range of experiences and learning
preferences. This focus on accessibility was instrumental in REACH’s ability to connect effectively with a broader segment of the student population and promote a more inclusive culture of well-being on campus.
Finally, what message of encouragement would you share with fellow first-generation students who might be currently navigating uncertainty or challenges in their journey?
To my fellow first-generation students, know that the very act of being where you are right now speaks volumes about your strength and resilience. You are breaking barriers and forging paths where there were none before. Uncertainty is a natural aspect of growth, and challenges will act as stepping stones to success. Embrace the learning process, allow yourself to ask for help without hesitation, and always remember that your perspective is not a limitation, but an asset that enriches every space you enter. Own your story, recognize the immense value you contribute, and don’t shy away from challenging norms or advocating for your needs. Seek out the community of fellow first-generation individuals, connect with mentors who understand your journey, and build a network of support–there is immense strength to be found in shared experiences. Take pride in how far you’ve come, practice self-compassion, celebrate your small victories, and remember that progress is not always linear. Persevere through the challenges, learn from your experiences, and never lose sight of the reasons you started.
