This book examines how higher education institutions positively enhance the learning experiences of first-generation college students.

What systems in our communities and world are intentionally or unintentionally producing the realities of first-generation identities, and how can these be upended through a deliberate pedagogical turn? With these questions in mind, this book aims to highlight the relevant and dynamic pedagogical skills and tools that institutions can employ to address the demands of globality and difference in the classroom. Challenging traditional deficit-focused perspectives used to discuss first-generation students, the book highlights alternative strengths-based support methods to improve the experiences and outcomes of first-generation college students.

This book will appeal to scholars, researchers, and upper-level students with interests in higher education, cultural studies, philosophy of education, and decolonial studies.