This study investigates the role of informality in higher education and challenges the current view of access as admission into higher education institutions. In doing this, this study looks at a current state-funded student support program, Raising Educational Achievement through Collaborative Hubs (REACH), at a California State University. Using existing data sets and focus group responses, this study seeks to answer the research question: What is the role of informality used by student support programs and institutional agents in facilitating access to higher education for first-generation, low-income students within a formal institution? The findings elucidate the ways in which informality influences students' access to information and resources, social capital, and cultural capital--all vital components of student success. This study highlights how informality may be leveraged to increase access to these components for first-generation, low-income students. [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.]