Navigating Academic Identity: Autoethnography of Otherness and Embarrassment Among First-Generation College Students

As a first-generation college student (FGCS), I have never felt entirely comfortable with this label, both in academic spaces and in various personal family situations. The notion of being a FGCS has evoked internal embarrassment, a sense of academic otherness, and external micro-aggressions. Through an autoethnographic analysis of my participation in the FGCS annual workshop, I explore the strengths and weaknesses of this category. The workshop provided insights into the diverse experiences of FGCSs, revealing it to be a fluid academic construct with multiple voices and narratives. However, when intersecting with other identities, the fragility of the FGCS category emerged, leading to conflicting conversations and resistance among participants. A rigid definition of FGCS overlooks its historical context of social exclusions and disregards the unique sensitivities and differences among ethnic and national groups within it. This approach weakens the struggle of marginalized groups and perpetuates their exclusion, both on and off campus. Acknowledging the complexity and diversity within the FGCS category can foster a more inclusive environment that respects the unique experiences of each individual. This approach paves the way for a comprehensive understanding of the challenges faced by FGCSs and empowers them to navigate their academic journeys with confidence.