First-generation college students (FGCS) experience a unique social, cultural, and personal dynamic affecting their college experience and academic success. Being an FGCS with a disability entitles dual categories that reflect multiple challenges and needs. Because students affairs professional play a key role in academic success, this paper aims to identify challenges, support, and strengths of FGCS with and without disability. Understanding the experience of these student groups improve social equity and support opportunities for social mobility.
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