My name is Emely Rodriguez. I am a first-year student from Long Island, New York. When I was offered admission to the School of Industrial and Labor Relations, I was overjoyed and extremely eager to commit to a program that so closely aligned with both my personal and professional goals. Nonetheless, I was equally anxious at the thought of attending such an esteemed institution as a first-generation college student. Naturally, I was worried that my limited prior knowledge and connections would hinder my success as a student. I also feared that being away from home would slowly detach me from my Dominican culture. As my freshman year comes to a close, I can confidently say that my fear was unfounded, both in a social and academic sense.  

During my college selection process, I attended Cornell Days, where admitted students and their families are invited to campus to take a tour, learn about resources, and take advantage of opportunities for connection building. I was approached by a first generation ILR ambassador who immediately made me feel extremely comfortable and welcomed. I expressed my concerns, and she responded by sharing her experience, reassuring me that once I arrived on campus, I would be surrounded by many opportunities and resources. Most importantly, she guaranteed I would find a community that fit me best.  

Supportive Student & Campus Organizations

As a first-generation Dominican immigrant, my culture, traditions, and heritage are sacred pillars that form my identity. The anticipation of new experiences marked my journey to Cornell, but also the apprehension of leaving behind what was familiar. During Clubfest, I met members of the Dominican Students Association, also known as Quisqueya. I was so happy to have found a warm home away from home in an otherwise unfamiliar environment. In joining the executive board, I was able to contribute meaningfully to this vibrant community. Joining Quisqueya was more than just an opportunity to connect with fellow Dominican students; it was a chance to immerse myself in the broader Latino community at Cornell, where I felt a sense of unity and belonging.  

Coming from a background where college education was not the norm, navigating the complexities of a prestigious institution like Cornell felt like charting unknown territory. However, joining the Minorities in ILR organization (MILRSO) gave me much-needed reassurance. Realizing that many individuals within the ILR School shared similar backgrounds, struggles, and aspirations was incredibly comforting. It was empowering to know that I was not alone in my experiences and that there were peers who understood the nuances of balancing academic pursuits with the expectations and challenges unique to first-generation students. It reaffirmed that while the journey of a first-generation student might be fraught with challenges, there are communities and networks ready to uplift and support us.  

One of these communities and networks is the Pre-Professional Program (P3), a program for minority students run by the Office of Academic Diversity and Inclusion. Professionally, P3 has been instrumental in preparing me for a future in law. The program offers a wealth of resources tailored to meet the unique needs of students like me, who strive for careers in competitive fields but may need more support networks to guide us there. Through workshops, seminars, and one-on-one guidance, P3 has equipped me with insightful knowledge and skills crucial for a pre-law student. However, the impact of P3 extends far beyond the professional realm. Socially, the program has been a lifeline, connecting me with a community of peers, mentors, and advisors who understand the challenges of being first-generation. While challenges are inevitable, P3 demonstrated that with proper support, certain obstacles in my life can be transformed into steppingstones for success.  

What I Learned 

My first year at ILR has been a profound journey of self-discovery, growth, and empowerment. The transformation from uncertainty to confidence did not happen overnight. My experiences have taught me an invaluable lesson: the key to overcoming the challenges of being a first-gen student lies in actively seeking out new connections and opportunities. It is imperative for students to realize their unique backgrounds are assets, not hindrances. At the ILR School, students and staff are deeply committed to fostering a nurturing environment where everyone is dedicated to supporting and uplifting each other, truly embodying the school's ethos of collaboration, inclusivity, and mutual respect.