First generation college students are a diverse group of students who enter college with unique challenges and varying abilities. Understanding the college experience for first generation students involves an examination of their background characteristics as well as the barriers and supports that impact their college success. This study explores within group differences in a diverse sample of first generation college students. Unlike many other studies that compare first generation students to their continuing generation peers, this study takes a more in-depth look at first generation student characteristics such as gender, race/ethnicity, income, parents' education, sibling education and institution type and their relationship to academic integration, social integration, goal commitment, institutional support and family support. Using a Social Exchange and Life Course framework, as well as elements of Tinto's model of student persistence in college, this study finds differences in student support and integration based on student characteristics and institution type. Findings indicate differences in family support and institutional support based on race, income, parents' education, and sibling education. The findings also reveal differences in social integration and academic integration based on gender, race, parents' education, and sibling education. Implications for research, policy, and practice are discussed. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]