First-generation students enrich the campus community
First-generation students might be first, but at the University of Minnesota, they are anything but alone.
College is a thrilling time in a student’s life—a transitional period and a stepping stone that prepares students to be engaged and active in our state, nation, and world. It can also be a challenging time for students, especially first-generation students—those who don’t have family members who’ve completed a 4-year degree and can share their own experiences.
From Nov. 3-7, the University of Minnesota Twin Cities will celebrate first-generation students (a national celebration takes place Nov. 8)—past and present—because being first, after all, is a remarkable accomplishment.
We talked to a number of students about why a college education matters and what it means for them to be a first-generation student. Explore a companion story about first-generation faculty and staff across the University of Minnesota.
Ahmed Ahmed ’27
Ahmed Ahmed ’27, originally from Libya, has always been fascinated by how data can tell stories and drive positive change. For him, college isn’t just about getting an education: “It’s about using what I learn to open doors for others and make a meaningful difference.” A data science major in the College of Science and Engineering, Ahmed hopes to use his education to give back to his community.
Alex Elbaz ’27
Alex Elbaz ’27, from Bloomington, Minnesota, transferred to the University of Minnesota from Normandale Community College. Elbaz is majoring in journalism at the University’s Hubbard School of Journalism and Mass Communication. He hopes to have a career in feature writing with a focus on pop culture and entertainment.
Jelane Elamo ’28
Jelane Elamo ’28 moved with her family to Denver in 2017, but was born and raised in Hasasa, Ethiopia, where she says access to healthcare was limited. A College of Biological Sciences biology major, Elamo says she has always been fascinated by science. She plans to become a pharmacist with a focus on underserved communities, perhaps someday returning to Hasasa to help improve access to quality healthcare.
Lexie Gray ’26
Lexie Gray ’26, a graduate of Shakopee High School in Minnesota, is a senior in the School of Nursing working toward a Bachelor of Science in Nursing. After graduation, she plans to become a registered nurse and work in maternal health, but would ultimately like to return to school to become a Certified Nurse Midwife.
Rodrigo Rivera ’28
Rodrigo Rivera ’28 is an international student from Lima, Peru, pursuing a bachelor's degree in economics from the College of Liberal Arts. Rivera knew he wanted to go to college when he began envisioning the kind of future that he wanted for himself. That includes becoming a consultant after graduation, and eventually an entrepreneur and business owner.
Nikitha Mannem ’27 is pursuing a bachelor of individualized studies degree in psychology, sociology, and technical writing and communications. Her family emigrated from India shortly after she was born, and last year she completed the process of becoming a U.S. citizen, helping recently guide her father through the process. Her dream is to do research in cognitive neuropsychology at a university.
Why is a college degree important to you?
AA: Earning a college degree means a lot to me because it's not just for my own future, but for my family. As a first-generation college student from a refugee and immigrant background, I’ve seen firsthand the sacrifices my family made to give me this opportunity. A degree from the University of Minnesota represents their resilience and hard work. It’s a way for me to honor their journey while building a life that creates opportunities for others.
AE: I have a mild form of autism and a stutter. I don’t always know how to communicate and can misinterpret social cues, and I have a harder time saying what I need to say with my stutter. But writing has always been my strongest academic feature, and I want to use it to nurture lives. So I do everything in my power to improve and always strive for independence. I want to show others what is possible despite the labels.
LG: My parents were teen parents and never had the opportunity to [attend college]. But for me, I knew that I would go to college since middle school. I understood that, regardless of my background, it was possible to create a bright future for myself. And academics have always been so important to me.
JE: My dad never got the chance to go to college after coming to the U.S. Instead, he worked hard to support me and my siblings. He always emphasized how important education is. Whether it was driving me to competitions or taking me to the library on the weekends, he did everything he could to help me succeed, and I’ve always wanted to honor my parents' sacrifices.
What does it mean to you to be a first-gen student?
AE: To me, being a first-gen student is being a pioneer. It means navigating something with little to no knowledge. But it also enables a growth mindset. When we face adversity, we can either let it hold us back or to find a way to use it in our success story, and overcoming adversity is what builds true character.
NM: People in my family have gone to college, but none in America. My brother and I are the first. And I'll be the first woman in my family to get a full degree and pursue graduate school. It's important to me that I make my family proud, but more than that, that I never overlook the privileges I have to be in this position. For all of my ancestors who were bright women, I push myself to be the culmination of their sacrifices.
Talk about your experience at the University of Minnesota Twin Cities.
JE: My first year I joined programs like the Multicultural Center for Academic Excellence Living Learning Community, which helped me find a home away from home. One of the biggest challenges I’ve faced is imposter syndrome. Taking hard STEM classes has tested my confidence, but I repeatedly remind myself that I belong here and that I’ve earned my place just like everyone else.
RR: Honors academic advisors have been really helpful in figuring out what a degree means for me, and what kind of college experience best fits me. They helped me discover that college can be so much more than majors, grades, and classes.
AE: The support I’ve received here has been great. My professors at Hubbard have been so welcoming and have given me a lot of valuable insight as to what it takes to be a journalist. And at the first-gen center, I really feel a sense of community there. It’s already helping me see what I’m capable of. I honestly thought I was going to be a number with how big the University is, but it’s proved me wrong.
LG: This school year, I participated in the first-gen mentorship program, where I connected with a mentor who was also a first-generation college student to help me with things like my resume, networking, career skills, and my overall future. The mentorship program has helped me gain insight and confidence for my life post-graduation, and I am so grateful for it.
NM: I knew that I wanted to come to the University of Minnesota when I first visited. I loved the bustle of a large school. The fact that the city was right there, that this is a highly renowned school for psychological research, that I could mold my major into whatever I wanted it to be through the BIS program. ... I also just fell in love with Minnesota.
What do you want others to see in your experience?
LG: That anything is achievable, and that the obstacles you face along the way can become your greatest source of strength and determination. Experiences make you the person that you are, and your background is your strength, not your limitation.
JE: That your dreams are possible. It might feel scary or overwhelming at times, but it gets better. There are people and programs out there ready to support you, so reach out!
RR: That you can be just as—if not more—successful than students who perhaps had access to other opportunities, or had family that could guide them through college. Being first-gen gives me strength to achieve, and pride in my achievements.
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