Igniting Excellence: Supporting First-Generation Graduate Students

First-generation graduate students (FGGS) are notably underserved in the context of U.S. higher education (Mitic, 2022). FGGS grapples with challenges like imposter syndrome, self-doubt, and isolation, all of which are particularly intensified in graduate studies. This paper examines the impact of New York University's (NYU) "Igniting Excellence: First-Generation Graduate Student Summit," using Bourdieu's (2000) and Yosso's (2005) frameworks to analyze the summit's influence on first-generation graduate students' sense of belonging, academic success, and professional development. Through mixed-method analysis incorporating survey data from 34 participants, including six closed-ended and three open-ended questions, we explore the summit's influence on professional development, financial literacy, and community cohesion among participants. The summit was highly successful, with 97% of participants indicating it met or exceeded their expectations. Helpfulness ratings for workshops ranged from 79% to 97%. The NYU strategic priorities that resonated most with participants were professional development, navigating university resources, and wellbeing. Attendees expressed increased confidence, a sense of community, and a desire for continued support, including career services and financial literacy. The findings emphasize the ongoing need for tailored support and institutional commitment to foster FGGS success and persistence in academia.