First-generation students (FGSs) have received a great deal of attention in education research, practice, and policy. The difficulty of understanding and subsequently addressing the various and persistent configurations of inequality associated with FGSs lies with the complicated yet obscure state of the FGS term itself. Leaving the term unquestioned limits the capacity to grasp how these students’ backgrounds and identities shape their decisions and relationships to others and to institutions, and risks reproducing the very inequality that education researchers wish to mitigate. This chapter begins to resolve these conflicts by offering a critical analysis and discussion—grounded by the concept of intersectionality—of the empirical literature on FGSs. We identify and discuss the dominant and problematic manner in which the FGS term has been operationalized in research and discuss the implications of their findings. We end with a discussion on emerging topics that extends the consideration of research on FGSs beyond the imaginary, traditional boundaries of college campuses.

中文翻译：

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“第一代学生”一词对理解不平等有用吗？交叉性在阐明已接受但未受到挑战的术语的含义中的作用

第一代学生 (FGS) 在教育研究、实践和政策方面受到了极大关注。理解和随后解决与 FGS 相关的各种和持续的不平等配置的困难在于 FGS 术语本身的复杂而模糊的状态。对这个术语置之不理会限制了解这些学生的背景和身份如何影响他们的决定以及与他人和机构的关系的能力，并有可能重现教育研究人员希望减轻的不平等。本章开始通过对 FGS 的实证文献进行批判性分析和讨论（以交叉性概念为基础）来解决这些冲突。我们确定并讨论了 FGS 术语在研究中被操作的主要和有问题的方式，并讨论了他们的发现的影响。我们以对新兴主题的讨论结束，这些主题将 FGS 研究的考虑扩展到大学校园的想象的传统界限之外。