First-generation undergraduate students, those whose parents have not completed a bachelor's degree, represent a priority population for equity-driven initiatives in higher education. This study presents a multidimensional profile of first-generation students graduating in the class of 2025 at a private university in Latin America, with the objective of identifying areas of opportunity to define institutional strategies that support student well-being, academic success, and early career development. First-generation students (N=243) were compared with the overall graduating cohort (N=4316) across different dimensions including gender, place of origin, academic school and program, financial aid, international experience, cumulative GPA and academic distinctions. Descriptive statistics, GPA distribution analysis, and chi-square tests of independence were employed. Results show that first-generation students, who represent 5.63% of the graduating class, exhibit academic performance comparable to their continuing-generation peers. Statistically significant but small associations were found between first-generation status and gender, place of origin, and international experience, while no meaningful differences were found in financial aid receipt or academic honors. Overall, the findings challenge deficit-based narratives and highlight the importance of targeted institutional strengths-based initiatives, particularly in expanding access to high-impact experiences such as studying abroad.
