First-generation students (fgss) have received a great deal of attention in education research, practice, and policy. The difficulty of understanding and subsequently addressing the various and persistent configurations of inequality associated with fgss lies with the complicated yet obscure state of the fgs term itself. Leaving the term unquestioned limits the capacity to grasp how these students backgrounds and identities shape their decisions and relationships to others and to institutions, and risks reproducing the very inequality that education researchers wish to mitigate. This chapter begins to resolve these conflicts by offering a critical analysis and discussiongrounded by the concept of intersectionalityof the empirical literature on fgss. We identify and discuss the dominant and problematic manner in which the fgs term has been operationalized in research and discuss the implications of their findings. We end with a discussion on emerging topics that extends the consideration of research on fgss beyond the imaginary, traditional boundaries of college campuses. 2018, 2018 Aera.