Scholarship devoted to first-generation college students has increased rapidly over the past decade, with studies demonstrating first-generation students are systematically disadvantaged compared to their continuing-generation peers. Recently, scholars have critiqued the treatment of first-generation students as a monolith and encouraged complicating their experiences using intersectionality as an analytic tool. This study examined the association between institutional classism and students’ social-emotional experiences in higher education, and how these relations vary based on sociorace, first-generation college student status, and subjective social status. In a sample (N = 742) of college students from two four-year public institutions, results showed that the strength of the association between institutional classism and social-emotional experiences varied at different intersections of first-generation status, sociorace, and subjective social status. These findings demonstrate the importance of contextualizing first-generation students’ experiences and have implications for efforts to retain first-generation students in higher education.

在过去的十年中，第一代大学生的奖学金迅速增加，研究表明第一代大学生相对于其后代同龄人而言在系统上处于不利地位。最近，学者们批评将第一代学生视为一个整体，并鼓励使用交叉性作为分析工具使他们的经历变得复杂。这项研究研究了制度分类主义与高等教育中学生的社会情感经历之间的联系，以及这些关系如何根据社会种族，第一代大学生身份和主观社会地位而变化。在样本中（N = 742）来自两个四年制公共机构的大学生，结果表明，制度分类主义与社会情感经历之间的联系强度在第一代身份，社会种族和主观社会地位的不同交集处有所不同。这些发现证明了将第一代学生的经历进行情境化的重要性，并且对留住第一代学生接受高等教育的努力具有影响。