This study examined how factors associated with student development and persistence differ between first-generation and continuing-generation students and how participation in a learning community influences development and persistence. The findings show that first-generation students were less involved in academics and had lower gains in…

The purpose of this study was to advance understanding of perceived intellectual and social attainment gains of first-generation, first-year college students participating in First Generation Access Programs at the University of South Florida (USF), a large, public research university in Florida. Understanding the self-reported intellectual and…