The designation of first-generation college students in educational research has been operationalized inconsistently since its inception. This variation makes understanding and generalizing about this complex group problematic. We explore the inconsistencies in definitions of first-generation students using a culture of college resilience framework and argue that substantial differences in these definitions exist across the literature, which scholars should consider when conducting research on first-generation students. The need for a more stringent definition of what constitutes a first-generation college student is discussed at length. We propose a familial educational capital model that centers on risk and protective factors across social class and familial education. We offer recommendations for researchers, administrators, and other key stakeholders to consider how to operationalize this diverse group more mindfully. Finally, we provide other recommendations to address educational inequalities more effectively for this group.