Abstract:

First-generation academics - individuals who are the first in their families to pursue higher education and academic careers - remain underrepresented and under-supported within higher education systems. While a substantial body of literature examines the experiences of first-generation college students, less attention has been paid to how these challenges persist into postgraduate study and throughout academic careers. This review synthesises existing research on the structural, cultural, financial, and psychological challenges faced by first-generation academics and examines evidence-based and practice-informed interventions designed to support their success and retention.

Across the literature, first-generation academics consistently encounter a lack of social and cultural capital, including limited access to informal mentoring networks and the “hidden curriculum” of academia, such as unwritten norms surrounding publishing, grant acquisition, and career advancement. Financial insecurity is a pervasive barrier, exacerbated by low or unstable funding during postgraduate training and early career stages. Psychosocial challenges, such as imposter syndrome, isolation, and belonging uncertainty, further undermine confidence and persistence, particularly in institutions where academic identity is implicitly shaped by intergenerational privilege. These challenges are often intensified by intersectional factors such as race, ethnicity, and socioeconomic background.

The review identifies several categories of supportive interventions with demonstrated or emerging effectiveness. Formal mentoring, coaching, and peer support networks help demystify academic norms and foster professional identity development. Structured programmes, including bridge initiatives, cohort-based models, and professional development seminars, promote navigational competence and community belonging. Targeted financial support and transparent guidance on funding opportunities alleviate economic pressures that can impede research engagement and productivity. Well-being and mental health interventions address psychological strain, while inclusive institutional practices - such as faculty training and recognition of first-generation experiences - contribute to more equitable academic cultures. Finally, co-created interventions that actively involve first-generation academics in programme design enhance relevance, agency, and sustainability.

This review argues that many barriers faced by first-generation individuals are systemic rather than individual deficits. Addressing these barriers requires multi-level interventions that combine material support, cultural change, and recognition of lived experience. The paper concludes by outlining implications for institutional policy, future research, and the development of holistic support frameworks aimed at fostering equity, belonging, and long-term success for first-generation academics.

Keywords:

Higher Education, First-Generation, Academics, Inclusion, Equality, Mentoring, Coaching, Intervention.