Leaning on experience: First-generation faculty as institutional agents.

First-generation faculty (FGF), who were the first in their families to graduate from college, are often hailed as resources for first-generation students. Despite a wealth of narratives written by FGF, limited systematic empirical inquiry investigates if FGF pursue student success and how. Drawing on open-ended interviews with a racially diverse, purposeful sample of FGF employed in the United States (n = 19), this narrative analysis leverages Stanton-Salazar’s institutional agent framework to explore how, if at all, FGF employ their experiences and resources on behalf of students, particularly those from marginalized backgrounds. I found that these FGF enact agentic strategies that rely on one-on-one interactions with students (i.e., direct support, interpersonal engagement, and instructional support), which manifested in three primary ways: (a) philosophical belief in the inherent link between teaching and mentorship; (b) strategic and authentic disclosure of their identities, backgrounds, and challenges; and (c) facilitating success by “demystifying” the academy. The influence of first-generation status was evident throughout. This study demonstrates the significance of shared background between institutional agents and students, extends previous scholarship on faculty’s unique role in student success, and underscores the value of storying as an agentic tool—all related to a population that receives limited scholarly attention. Although FGF can meaningfully leverage shared experience to influence student success, colleges and universities must assume responsibility for interrupting and eradicating the obstacles the academy presents to first-generation students and FGF. Given the diversity among FGF, future research should investigate variation by social identity in student success dispositions and approaches.