Abstract
Being in the first generation to access Higher Education (First Gen) is a barrier to academic success. First Gens face difficulties transitioning into, completing, and attaining competitive grades in undergraduate studies despite intervention strategies. Triangulating data across studies, we reveal the unique challenges resulting from being First Gen in science and show how these persist at every stage of a career in academia. We propose that invitation practices, i.e. behaviors that encourage, guide, and/or affirm others, need to be intentionally directed towards First Gens throughout their career journey to successfully support their retention and progression in science. As First Gens are overrepresented in other intersectionally marginalised groups, such actions will contribute to building a more inclusive and diverse scientific community.