Introduction
First generation students can be defined as, students whose parents have no post-secondary education (Choy, 2001). The number of First-Generation students on campuses nationwide is expanding, and have become more diverse. Data from the 1980-90 Beginning Postsecondary Longitudinal Study (BPS) had been used in order to observe participation of first-generation college students in post-secondary education. This study held by the BPS is also a component of the National Postsecondary Student Aid Study (NPSAS: 90) survey; a nationally representative sample that consists of students who enrolled in different types of postsecondary institutions (Nunez and Cuccaro-Alamin, 1998). Within the years of 1980-90 the Beginning Postsecondary Longitudinal Study founded that around 43% of students nation-wide, who had just begun their college careers, were recognized at “first-generation” college students (Nunez and Cuccaro-Alamin, 1998). When compared to continuing-generation students, first-generation students obviously face more difficult challenges; for instance attaining a four-year degree, lack of networking skills, and perseverance during college. The access to college has increased, but research shows that first-generation college students are “less likely” to enroll in a four-year university compared to their peers (Engle, 2007).

First-Generation High School Graduates
A study held by the NCES had found that 27 percent of graduating students in 1992 had been those who had neither parent attend college (Choy, 2001).
The chances of a student seeking out a higher education is correlated with their parents’ level of education. There was a total of 59 percent of students (amongst the 1992 high school graduates; whose parents had not attended college) that enrolled in a higher education by 1994. This rate had increased to 75 percent among those whose parents had some college experience, and 93 percent among students with a parent(s) who had a BA (Choy, 2001).
College preparation Taking a high school math course is associated with the possibility of enrolling in a 4-year institution: 76 percent of 1992 high school graduates that had taken an advanced math course in high school enrolled in a 4-year institution by 1994, compared with the 44 percent of graduates who only completed Algebra II, and 16 percent of those who only completed Algebra I and Geometry (Choy, 2001). First-generation students will usually come from public schools that do not provide them with the basic groundwork, i.e. mathematics, English, and science. Not being academically prepared could be the most challenging part when first-generation students move up to post-secondary education. These first-generation students feel as if they don’t have enough studying