This study examines how first-generation college status, gender, ethnicity, and prior experience shape student performance in an introductory computer science course. Using data from multiple semesters, we find that first-generation students (fgs{}) earned fewer A grades (72%) than non–first-generation peers (nfgs{}, 82%). Gaps were largest among Hispanic and female fgs{}, who also reported lower computer access and higher employment rates. Even when controlling for prior experience, fgs{}, particularly women, were less likely to earn top grades. These results highlight persistent inequities in computing education and the need for interventions that address both access and support for first-generation students.