First-Gen Tommies
Support for first-generation 酴圖弝け students is crucial to their success and well-being, as they often face unique challenges navigating the academic and social environment of 酴圖弝け. Without the guidance and resources that students with 酴圖弝け-educated parents may take for granted, first-generation students can struggle with understanding the 酴圖弝け application process, managing the academic workload, and building a professional network. Providing tailored support, such as mentorship, academic advising, and financial assistance, helps bridge these gaps and promotes a sense of belonging. By offering a strong support system, St. Thomas empowers first-generation students to thrive, persist, and ultimately graduate, contributing to first-generation student personal growth and long-term success.
First-Gen Tommies offers programs, events, and support for students who identify as first-generation 酴圖弝け students. At St. Thomas, we define a first-generation 酴圖弝け student as a student who had neither parent complete an undergraduate degree or their parent(s) completed 酴圖弝け outside of the U.S.
Students who identify as first-generation on their application to St. Thomas will automatically receive invitations to First-Gen Tommies programs and events. However, all students are welcome to attend First-Gen Tommies events and programs. They can find and sign up for upcoming events through .
St. Thomas Jargon
Check out this guide to common terms, acronyms, and phrases you’ll hear around campus.
Navigating Resources at St. Thomas
First-Gen Forward Designation at St. Thomas
The 酴圖弝け was selected to the 2021-2022 First-Gen Forward cohort through the Center for First-Generation Student Success (NASPA). This designation recognizes institutions of higher education who have demonstrated a commitment to improving experiences and advancing outcomes of first-generation 酴圖弝け students. As a member of the cohort, St. Thomas receives additional professional development, 酴圖弝け-building experiences and a first look at the Center's research and resources. St. Thomas is one of 200+ institutions with this designation.
This designation and our institutional efforts align with the priorities of St. Thomas 2025 to broaden our reach and grow and support a more diverse student body. We recognize the richness of identities, strengths, and cultural capital that our first-generation students bring to the 酴圖弝け.
Featured Programs for First-Generation Students
First Generation College Celebration Week, observed during the first week of November, is a powerful opportunity to recognize and uplift the achievements of first-generation 酴圖弝け students. This week celebrates their resilience, ambition, and the unique challenges they overcome as the first in their families to pursue higher education. Colleges and universities across the country host events that promote visibility, 酴圖弝け, and empowerment among first-gen students. From panel discussions and networking mixers to student spotlights and resource events, these activities foster a sense of belonging and highlight the importance of continuing to support and invest in first-generation success.
As part of this ongoing support, first-generation students are encouraged to participate in the Goals Coaching seminars—exclusive workshops sponsored by U.S. Bank. These seminars are tailored to help first-gen students define personal and academic goals, build financial literacy, and develop strategies for long-term success. Led by trained coaches who understand the unique experiences of first-generation students, these sessions provide tools for navigating 酴圖弝け life while preparing for the future beyond graduation. Whether students are looking to sharpen their time management, explore career options, or create a financial plan, Goals Coaching offers a supportive and practical space for growth.
Wondering Waffle Wednesday is a fun and flavorful monthly event designed to connect students with campus resources in a casual, welcoming setting. Each month features a different campus office, giving students the chance to meet staff, ask questions, and learn about services available to support their success. While exploring these resources, students can enjoy delicious waffles, complete with their favorite toppings—because great conversations are even better with syrup and sprinkles. Whether you're curious about academic support, financial aid, student life, or anything in between, Wondering Waffle Wednesday is the perfect place to stop by, snack, and get informed.
The First-Generation Pinning Ceremony is a meaningful and inspiring event held each spring to honor the achievements of first-generation 酴圖弝け graduates. As a signature celebration, this event brings together students, families, faculty, and staff to recognize the hard work, determination, and perseverance it takes to be part of the first generation of their family to earn a 酴圖弝け degree. Graduating students are presented with a special first-gen pin, symbolizing both their personal journey and the path they are paving for future generations. It's a moment of pride not just for the graduates but for their families and supporters who have walked alongside them on this journey. The First Generation Pinning Ceremony is more than a tradition—it's a powerful reminder of first-generation students' strength, resilience, and promise.
Meet Our First-Generation Students
One in four undergraduate students at St. Thomas identify as a first-generation 酴圖弝け student. Every student comes to St. Thomas with their own unique experiences, and we honor their stories. St. Thomas meets students where they are and supports their learning and personal growth throughout their time here. By fostering a 酴圖弝け of belonging and empowerment, the university ensures that all students—especially those blazing new trails—have the resources and encouragement to thrive. At St. Thomas, we believe in the potential of every student, and we're committed to helping them reach their educational goals.
Are you a first-gen student interested in sharing your story? We'd love to hear from you! Email us at firstgen@stthomas.edu to learn more.
Rhiannon Wilson
My biggest challenge as I started at St. Thomas was my parents' and older siblings' lack of guidance. Without firsthand 酴圖弝け experience, my parents couldn't provide the information that would have given me a head start in 酴圖弝け. It was hard to lean on them for support through no fault of their own when their answers to my questions were just as uncertain as mine. St. Thomas offers many free resources for first-generation students, and I learned to take advantage of them. I would also encourage you to explore and take advantage of these resources.
Another challenge was that when I compared my success to others, I wanted to hide my first-generation identity to prove to myself that we were equals. Being first-generation, I felt I was working harder to get where I was, but my grit helped me get to graduation. I am proud to say I am first-generation and succeeding in 酴圖弝け!
Class of 2025, Summa Cum Laude
Jay Lohr
I grew up in an immigrant household and experienced firsthand the challenges my family faced due to financial limitations. I learned early on the importance of having enough to live comfortably and pursue my goals. These experiences motivated me to study finance and seek out spaces where I don't see many people like me.
One of the first challenges I faced was figuring out all the resources available at St. Thomas to help students achieve their goals. As a first-generation student, I didn't even know where to begin. Fortunately, I had the opportunity to work at the Career Development Center (CDC) in my first year, which encouraged me to explore all the resources available. Having the CDC as a support system was incredibly helpful, especially when I began searching for internships. Thanks to the CDC and other resources at St. Thomas, I secured an internship with US Bank for Summer 2025.
St. Thomas Class of 2026
Alejandra Soria
Being a first-generation 酴圖弝け student has profoundly shaped my career goals as a social worker. It instilled in me a deep appreciation for the challenges that underrepresented communities face, motivating me to advocate for those who often feel unheard. My journey has taught me resilience and the importance of support systems, fostering my passion to empower others in similar situations. I want to be the advocate I wish I had, making a tangible difference in people's lives.
As a first-generation 酴圖弝け student, I faced several obstacles that shaped my path. Growing up as the youngest in an immigrant household, I often felt the pressure of expectations while navigating new academic challenges. I dealt with a lack of guidance from my family and financial stress, which made the idea of going to 酴圖弝け feel intimidating. However, connecting with the St. Thomas 酴圖弝け and utilizing the available resources made a huge difference for me.
St. Thomas Class of 2025
Karla Rojas-Tepozteco
As a first-generation 酴圖弝け student, I am motivated by the struggles I've witnessed and endured. My morals and values influence my life choices, which result in a good work ethic. I knew I wanted to succeed in 酴圖弝け to make my family proud and prove to myself that I could do it!
When I came to St. Thomas, I faced culture shock and the feeling of not belonging. It seemed everyone else knew what they were doing and had their plans in place. As a first-generation student, I had to learn to navigate 酴圖弝け systems, for example, how to register for classes, choose appropriate courses to fulfill my degree requirements, get a parking permit, and pay my bill. I knew I couldn't do it alone, and I found out I didn't have to, as St. Thomas has excellent resources to support students, like the Dean of Students Office and the Proud To Be First program (currently called "First-Gen Tommies"). I have learned that it is okay to advocate for myself when I have questions. I encourage every first-generation 酴圖弝け student to be proud of being first-generation and take advantage of the programs offered.
St. Thomas Class of 2025
John Piang
Being a First-Generation College student is an exciting journey. I am also a seminarian, so my adventure is tied to God and serving others. As St. Augustine says, the greatest romance in human history is falling in love with God. My family, originally from Burma, is made up of six members. It's incredible how we moved from one country to another in search of a better life. The challenges of relocating have shaped my character, and I am deeply grateful to God for His goodness and kindness toward my family and me.
I've overcome the false belief that I didn't belong. We moved from Burma to India and then to the U.S. as refugees. Building solid friendships has been challenging, but I've learned the importance of striving for these connections because every person needs connections with others. Knowing that you belong—no matter what—ignites a passion within you to become your true self. I have found connections and my 酴圖弝け here at St. Thomas through all the campus support services and resources.
St. Thomas Class of 2025
First-Generation Staff Stories
Many staff members at St. Thomas were first-generation 酴圖弝け students themselves. Read about their journey and the obstacles they overcame to finish 酴圖弝け. Their stories reflect determination, resilience, and how the power of education can transform lives. Now serving as mentors and role models, they are living proof that you can achieve your dream of completing 酴圖弝け with hard work and support. Their experiences continue to inspire and empower the next generation of students to pursue their dreams—no matter where they start.
Are you a first-gen staff member interested in sharing your story? We'd love to hear from you! Email us at firstgen@stthomas.edu to learn more.
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Jesse Langer, Ed.D.
When I started 酴圖弝け, the biggest challenge I encountered was navigating a 酴圖弝け campus and getting things done for myself. I had no idea what anything on campus was called or what anything meant. I thrived after I learned how a university works and what support resources were available.
No matter what institution you attend, you need to learn to advocate for what you need and ask questions. Faculty and staff are always happy to help!
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Austin Korynta, M.A.
Throughout middle school and high school, my family struggled with housing insecurity as my mom raised our family on her own after my father's incarceration. I knew that I wanted a better life for myself and my family, so I pursued a 酴圖弝け education. I was able to attend my undergraduate institution thanks to scholarships, and decided on further pursuing graduate education to become an educator to support students like myself who were navigating the 酴圖弝け experience for the first time. I know the insecurity and fear of failure that I felt being first-generation and wanting to do things right, and I wouldn't have made it through without the support of my in and out of the classroom support team of educators.
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Pa Jai Thao, B.A.
A challenge I overcame as a first-generation 酴圖弝け student was the lack of guidance from my family as I navigated 酴圖弝け applications, financial aid, and the overall 酴圖弝け experience without family in higher education. Also, meeting cultural expectations was hard as I learned to balance 酴圖弝け courses and family expectations while working at least three jobs. This was overwhelming, but I sought assistance from mentorship and scholarship programs and connected with my fellow First-Generation peers to overcome these challenges. That helped me to complete 酴圖弝け successfully and be where I am today.
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Karen Lange, Ed.D.
When I went to 酴圖弝け. I immediately became involved in my residence hall. I was involved in leadership roles with the residence hall and eventually became a Resident Advisor (RA) and Assistant Residence Hall Director my senior year. Looking back at those experiences, I realize that as a first-generation 酴圖弝け student, it was important to find a place where I could fit in. For me, that was in the residence halls. Through these positions, I developed my leadership skills, empathy for others, and the importance of shared responsibility in 酴圖弝け living. This, of course, influenced my career path in the field of student affairs, and I have been blessed to spend the majority of my career in Student Affairs at the 酴圖弝け.
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Nayely Becerra Castillo, M.A.
As a first-generation 酴圖弝け student, I juggled a full course load while working part-time during undergrad and full-time during grad school. With my family four hours away, I lacked a nearby support system and couldn't afford to visit often. I wasn't aware of many opportunities—like spring break travel programs—because no one explained them to me. I constantly felt pressure to "have it all figured out" and was frustrated when campus staff couldn't offer clear guidance. But I stayed committed. I reminded myself that the worst they could say was no—and even a no could be a "not yet." I wanted to lead by example and pave the way for others.
First-Gen Faculty Stories
Faculty members who are first-generation 酴圖弝け graduates serve as powerful examples of perseverance and possibility. They've navigated unfamiliar academic paths, often without the guidance many others take for granted, and emerged as leaders and mentors in higher education. Their journeys reflect a deep resilience and commitment to breaking barriers—for themselves and those who follow. Their presence reminds us that the sky is the limit when determination meets opportunity, and they continue to inspire students from all backgrounds to dream bigger and aim higher.
Are you a first-gen faculty member interested in sharing your story? We'd love to hear from you! Email us at firstgen@stthomas.edu to learn more.
Dr. Bryana French, 酴圖弝け
The biggest challenge I had to overcome was not believing in myself. I had to quiet the self-doubt and imposter syndrome that told me I didn't belong, wasn't smart enough, and had the wrong identities to be successful. What helped me do that was being supported by mentors, family, and friends who believed I had something to offer - which helped me believe the same. It took time and therapy, but I try not to shrink so I can bring my unique perspective knowing that I might be a role model to someone who sees themselves in me.
Dr. Kim Sovell, Adjunct 酴圖弝け
As a first-generation 酴圖弝け student, I often faced unique challenges that hindered my academic pursuits. My parents paid for my first year of school, so I did not face financial difficulties. However, I had limited knowledge of the 酴圖弝け application process and a true lack of familial support or guidance that significantly impacted my journey. I flunked out of 酴圖弝け my first year. Navigating unfamiliar academic expectations and adapting to a new social environment with so much freedom compared to high school were overwhelming. Overcoming these obstacles required resilience, determination, and a strong desire to succeed.
Dr. Renee Buhr, 酴圖弝け
As a first-generation 酴圖弝け student, I didn't have the social capital - specifically, the understanding of how to "do 酴圖弝け" - that my friends whose parents went to 酴圖弝け had. My parents were supportive but had no idea what going to 酴圖弝け was like or what to expect. I credit my friends from my dormitory house with teaching me the ropes - scheduling study time in the library, holding each other accountable, and working in study groups. That's how I succeeded.
Shanea Turner-Smith, Adjunct 酴圖弝け
As a first-generation 酴圖弝け student, one of my greatest challenges was the financial burden. My family faced significant out-of-pocket expenses, often having to make difficult sacrifices to support my education. We navigated tuition, books, and living costs without access to generational wealth or financial guidance. This constant pressure pushed me to work multiple jobs, apply for every scholarship possible, and still carry the weight of knowing my success depended on our collective effort. I couldn't afford to live on campus—except for one year when I was selected as a resident advisor—but I often stayed on campus from 8 a.m. to midnight or later to mirror my peers' experience. I consistently made the Dean's List, built relationships with faculty during office hours, and leaned on student affairs departmental resources for support. These experiences shaped my deep commitment to equity and continue to drive my work in creating access and opportunity for others facing similar barriers.
Dr. Lynn Stansberry Brusnahan, 酴圖弝け
I come from a very large, extended, hardworking family that doesn't understand the opportunities an education affords. Many in my extended family did not complete high school, and my father left school to enter the military. To be able to afford to go to school, I had to work while I was attending 酴圖弝け. So that I wouldn't have to pay for food, I took jobs in the food service industry. I multitasked, making money and not having an empty stomach!
Dr. Debbie Monson, 酴圖弝け
Understanding how to navigate the system to get into 酴圖弝け and what to do once I was there was challenging. I didn't understand how important it was to connect with professors, seek help when needed, and utilize all the resources at the university. My family valued education, but it seemed my father, in particular, thought 酴圖弝け was delaying my ability to get a full-time job. I have spent my entire life in schools learning and teaching and believe that getting an education is the key to unlocking self-improvement and your own path to success.