This systematic review explores the experiences of first-generation international graduate students in the United States. Drawing on the theoretical foundations of Pierre Bourdieu's theory of capital, Tara Yosso's concept of community cultural wealth, and Kimberlé Crenshaw's intersectionality theory, our analysis of 41 peer-reviewed articles revealed four major themes capturing their experiences: (1) sense of belonging, (2) navigating the academic system, (3) mental health and emotional wellbeing, and (4) institutional and structural support. We further analyze the findings using Crenshaw's three dimensions of intersectionality—structural, political, and representational. We interpret these findings as reflections of the layered and intersecting challenges faced by first-generation international graduate students in U.S. higher education while also highlighting the valuable assets and agency that this unique student population brings. Our study offers recommendations for changes in institutional policies, program design, and future research to promote equity and belonging for first-generation international graduate students.
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