The literature on first-generation college students largely focuses on the challenges and barriers they may experience in college. Yet, we do not have a clear understanding of who these students are as learners. To address this gap, this systematic review examines how scholars study and conceptualize first-generation college students as learners. We found the majority of the literature we reviewed conceptualized them as learners based on their academic performance and the influence of cultures on their learning. These two conceptualizations positioned first-generation college students against normative ways of learning, and in doing so promulgate an assimilation approach in higher education. We found a smaller body of literature that conceptualized first-generation college students as learners whose lived experiences, when connected to academic content, can contribute to their academic learning, advancement of disciplines, self-growth, and community development. We use this alternative view to provide recommendations for studying and working with first-generation college students.

中文翻译：

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作为学术学习者的第一代大学生：系统回顾

关于第一代大学生的文献主要关注他们在大学中可能遇到的挑战和障碍。然而，我们并不清楚这些学生是谁作为学习者。为了弥补这一差距，本系统综述考察了学者如何研究第一代大学生并将其概念化为学习者。我们发现我们查阅的大多数文献都根据他们的学习成绩和文化对他们学习的影响将他们概念化为学习者。这两个概念使第一代大学生反对规范的学习方式，并在这样做的过程中传播了高等教育中的同化方法。我们发现了一小部分文献将第一代大学生概念化为生活经历的学习者，当与学术内容相关联时，可以为他们的学术学习、学科进步、自我成长和社区发展做出贡献。我们使用这种替代观点为第一代大学生的学习和工作提供建议。