This dissertation consists of both quantitative and qualitative studies. The quantitative study utilized the 2017 public use data set from the Survey of Doctorate Recipients (n = 16,383). The purpose of this study was to describe female first-generation doctoral students who have successfully completed PhDs in STEM fields through analysis of individual and group characteristics. Three statistical analyses were utilized to analyze the data, which included descriptive statistics, multiple regression analysis, and latent class analysis. A combination of variables, such as gender, generation status, marital status, children, spouse working, employer type, first science, engineering, or health doctorate, and salary were examined. Results from the descriptive statistics indicated that roughly 16% of participants in the sample identified as female first-generation doctoral students. Results from the multiple regression analysis indicated that generation status did not significantly predict salary. However, these results did show that the combination of predictor variables used did significantly predict salary (p < 0.001). Further, findings from the latent class analysis indicated that female first-generation doctoral students were highly identified as working in an academic position and as having earned a science Ph.D. These results were then compared to the other clusters estimated from the analysis. The qualitative study utilized a phenomenological interview approach to better understand the lived experiences of female first-generation doctoral students who hold a research doctorate in a science-related field using three semi-structured interviews with two participants who fit the inclusion criteria. Interviews were recorded with the consent of the participants, and then the interviews were transcribed. Results were coded into four overarching themes: (a) An Awareness of Life Disparities, (b) A Mindset of Self-Efficacy, (c) Motivation Through Education, and (d) Differentiation of Supports. Based on the results of the two studies, supports at institutions may need to be geared towards doctoral programs that serve high numbers of first-generation students, such as career counseling. Therefore, it is important to gain a better understanding as to why discrepancies exist in STEM fields for female first-generation doctoral students, as well as what can be implemented to further retain students and allow them to persist to completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]