Gathering ourselves and our students: Concluding remarks

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Abstract

Academic personnel who were first-generation college students (FGS) are uniquely positioned to consider the questions these students often have about the college experience. Academia needs first-generation and working-class voices to diversify an academic culture that is often socially stratified. As more FGS enroll in colleges and universities, academic personnel must be prepared to better understand, and teach, this growing demographic sector of undergraduate and graduate students.

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