Many theories that student affairs professionals learn and practice, both in past and present, have been created and applied to understand the development of students with historically privileged identities (Patton et al., 2016). While theories of student development have expanded to include students with minoritized identities, there are still many scholars that do not acknowledge how theory may not be easily applied to all students equally, or how certain theories can be inapplicable for some students based on their backgrounds, experiences, and intersecting identities (Crenshaw, 1989). Because of this exclusionary history, the authors decided to explore the intersection of gender and first-generation status. The authors present hypotheses that recognize the unique social development of first-generation women students. They also address how the differing states of various relationships contribute to feelings of support and belonging within higher education. In order to further understand relationships and the impact that they have on the development of first-generation women students, the authors have chosen to focus on three types of interpersonal relationships. They emphasize family relationships, peer relationships, and mentor relationships as being impactful on the development of first-generation women students' sense of belonging in higher education because of the array of evidence that suggests these relationships are significant for first-generation students generally (Rodriguez et al, 2003; Morse & Shulze, 2013; Martina, 2019; Demetriou et al 2017). Their selection of relationships is also informed by Bronfenbrenner's definition of interpersonal relationships in a student's microsystem (1993). The hypotheses will explore how these relationships contribute to the students' sense of belonging and development overall in college.